The impact of a two-day child parent relationship therapy training on attitude, knowledge, and skills.

Most counselors lack training in play therapy through university counselor education programs, which leaves novice counselors searching for workshops, institutes, conferences, or self-training to effectively meet the mental health needs of children. In this first-of-its-kind study, the researcher investigated relationships between professional development and attitudes, knowledge, and skills in play therapy among working elementary school counselors and professional counselors who are licensed. Professional development consisted of various types of training and/or APT membership. A nonrandom sample of counselors was recruited from relevant online sources in this quantitative study. Attitudes, knowledge, and skills were measured by the self-reported Revised Play Therapy Attitude–Knowledge–Skills Survey (Kao, 2009). Three hypotheses were confirmed at a statistically significant level: Counselors with university-level training had higher levels of attitudes, knowledge, and skills; knowledge in play therapy predicted the skill levels of the counselors; and APT membership related to higher levels of knowledge and skills in play therapy.

Section: Resultssupporting

confidence: 90%

“…the instrument. The reliability results presented are consistent with the findings from other studies of play therapy (Perryman et al, 2017;Thanasiu et al, 2018).…”

Section: Research Questionsupporting

confidence: 90%

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

Professional development in play therapy among counselors.

Anderson¹

2022

“…This category included articles related to providing play therapists with more knowledge on different areas and articles related to specific training or teaching practices for play therapists. For example, one article discussed different play therapy approaches when working with children with intellectual disabilities (Astramovich, Lyons, & Hamilton, 2015) and another article under this category discussed the effectiveness of a 2-day CPRT training on therapists (Perryman, Christian, & Massengale, 2017). From the 74 articles identified, 23 articles were research based and 51 articles were nonresearch based.…”

Section: Resultsmentioning

confidence: 99%

Examining the trends of play therapy articles: A 10-year content analysis.

Yee

Ceballos

Swan

2019

The field of play therapy is rapidly growing and has been recognized as an evidencebased practice. As the field continues to grow, there is an increasing need to examine publication trends in this field to better understand areas of strengths and potential for improvements. To accomplish this goal, we conducted a content analysis of play therapy articles that were published within the years 2008 -2017. Publication trends revealed seven themes that all articles fell under, with the theory/approach theme having the most articles (44.6%). There were mixed results between research and nonresearch articles with some topics having more research articles and other topics having more nonresearch articles. Unfortunately, all topics severely lacked articles with a multicultural focus. Implications, limitations, and recommendations for future research are discussed.

“…Fortunately, CTRT has shown great adaptability with its training and application. For instance, Perryman et al, (2017) found that 2 days of training, as opposed to the five sessions suggested by Landreth and Bratton (2006), can be effective with professionals familiar with working with youth. Adaptations in the application and supervision processes have also been implemented successfully to meet the caregiver’s needs and schedules (Morrison & Helker, 2010; Socarras et al, 2015).…”

Section: Pal Model For Speech–language Pathologists and Play Therapistsmentioning

confidence: 99%

Implementing play and language therapy to work with preschool children with language and behavioral issues.

Davis¹,

Loeb²,

Lee³

2021

Communicating thoughts and needs is one of the most essential components of being human. In the United States, 6.4 million preschool-age children are diagnosed with a language disorder (American Speech-Language-Hearing Association, 2019). Many of these children also exhibit co-morbid behavior issues. Difficulties with effective communication and behavior can result in academic, social, and personal issues for these children (Balch & Ray, 2015). While speech-language pathologists (SLPs) are well versed in providing communication interventions, there is a lack of specific knowledge related to behavioral aspects. Collaborating with play therapists (PTs) who work with preschool youth can enhance this knowledge and potential interventions. For instance, relationship-based play therapy interventions such as Child Teacher Relationship Therapy have proven to be effective at helping to develop positive relationships and behaviors in non-counseling settings (Socarras et al., 2015). When integrated with developmental language strategies, play therapy skills can potentially address communication, social, and behavioral needs of preschool children with comorbid language and behavior issues (Parsons et al., 2019). The purpose of this manuscript is to discuss the development, training, and application of a relationship-based play therapy intervention known as Play and Language Therapy delivered collaboratively by credentialed PTs and SLPs working with preschool children with language disorders and behavioral issues.