By Jennifer N. Baggerly, Dee C. Ray, Sue C. Bratton
The first publication of its sort to supply exhaustive, in-depth assurance of play treatment research
Child-Centered Play treatment learn: The facts Base for potent Practice bargains psychological healthiness pros, college district directors, group organisation directors, judges, attorneys, baby security caseworkers, and doctors a entire dialogue of play treatment learn experiences. advice is supplied on evidence-based equipment, in addition to on how?future play remedy examine will be performed.
Edited by means of well known specialists within the box of play remedy, this wealthy compilation gains contributions by means of child-centered play remedy researchers, with correct dialogue of:
The historical past of play treatment examine
A synopsis of present empirical aid
Play remedy examine on chronically sick little ones, baby witnesses of family violence, and sufferers of usual failures, between many different themes
With insurance of significant perform guidance, Child-Centered Play remedy Research identifies the main popular and present play remedy learn stories, in addition to learn instructions for clinicians to layout evidence-based study reports in their own.Content:
Chapter 1 What the study indicates approximately Play remedy: Twenty?First Century replace (pages 1–33): Dee C. Ray and Sue C. Bratton
Chapter 2 elevated Self?Efficacy: One cause of Play treatment good fortune (pages 35–50): Marijane Fall
Chapter three The Efficacy of in depth person Child?Centered Play remedy for Chronically sick little ones (pages 51–67): Elizabeth Murphy Jones and Kara Carnes?Holt
Chapter four in depth Sibling team Play treatment with baby Witnesses of household Violence (pages 69–83): Ashley Tyndall?Lind
Chapter five results of Postearthquake staff Play remedy with chinese language youngsters (pages 85–103): Yih?Jiun Shen
Chapter 6 Play treatment influence on courting pressure (pages 105–123): Dee C. Ray and Natalya A. Edwards
Chapter 7 impression of School?Based Child?Centered Play remedy on educational fulfillment, Self?Concept, and Teacher?Child Relationships (pages 125–144): Pedro J. Blanco
Chapter eight Play treatment with childrens displaying ADHD (pages 145–162): Dee C. Ray
Chapter nine A School?Based workforce job remedy Intervention with Learning?Disabled Preadolescents showing habit difficulties (pages 163–176): Jill Packman and Ireon Lebeauf
Chapter 10 School?Based Child?Centered Play remedy with Hispanic childrens (pages 177–191): Yvonne Garza
Chapter eleven Effectiveness of Child?Centered Play remedy for kids Referred for Aggression (pages 193–208): Brandy Schumann
Chapter 12 Effectiveness of Child?Centered Play remedy and Person?Centered instructor session on ADHD: A Single?Case learn layout (pages 209–230): April Schottelkorb
Chapter thirteen Child?Centered Play remedy and baby improvement: A Single?Case research (pages 231–248): April Garofano?Brown
Chapter 14 kid's Perceptions of Play remedy (pages 249–263): Eric J. Green
Chapter 15 baby father or mother dating remedy: A evaluation of Controlled?Outcome learn (pages 265–293): Sue C. Bratton, Garry L. Landreth and Yung?Wei Dennis Lin
Chapter sixteen Filial remedy with mom and dad of Chronically in poor health kids (pages 295–309): Kristi Tew
Chapter 17 Filial treatment with local american citizens at the Flathead Reservation (pages 311–321): Geri Glover
Chapter 18 Filial treatment with chinese language mom and dad (pages 323–337): Tom Yuen
Chapter 19 baby dad or mum dating remedy with African American mom and dad (pages 339–353): Angela I. Sheely?Moore
Chapter 20 baby mum or dad courting treatment with Hispanic mom and dad (pages 355–372): Peggy Ceballos
Chapter 21 highschool scholars as healing brokers with childrens (pages 373–387): Leslie Jones
Chapter 22 Filial remedy with lecturers of Deaf and difficult of listening to Preschool teenagers (pages 389–407): D. Michael Smith
Chapter 23 Child?Centered Kinder education for lecturers of Preschool young ones Deemed in danger (pages 409–426): Phyllis Post
Chapter 24 An Early psychological healthiness Intervention for deprived Preschool young ones (pages 427–446): Mary O. Morrison and Wendy P. Helker
Chapter 25 A Qualitative examine of folks' Perceptions of Filial treatment in a Public college (pages 447–464): Yuehong Chen Foley
Chapter 26 Evidence?Based criteria and counsel for Play treatment Researchers (pages 465–479): Jennifer N. Baggerly
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Additional info for Child-Centered Play Therapy Research: The Evidence Base for Effective Practice
Ray, D. C. (2007). Effect of group sand tray therapy with preadolescents. Journal for Specialists in Group Work, 32, 362–382. , & Morton, T. (1995). Effects of psychotherapy with children and adolescents revisited: A meta-analysis of treatment outcomes studies. Psychological Bulletin, 117, 450–468. , et al. (2008). The effectiveness of interventions to reduce psychological harm from traumatic events among children and adolescents: A systematic review. American Journal of Preventive Medicine, 35(3), 287–313.
The major results are listed here. Teachers reported increased learning results for 67 percent of the children receiving the counseling intervention. There was a signiﬁcant increase in self-efﬁcacy as measured by the Self-Efﬁcacy Teacher Rating Scale for the children receiving the counseling intervention. 13, indicating a medium effect size. There was a slight decrease in scores on the self-efﬁcacy measure for children who did not receive the counseling intervention. The classroom behaviors as measured by the Conners Teacher Rating Scale improved for both groups of children, more so for the children who received the play therapy intervention.
Cohen, J. (1988). ). Hillside, NJ: Erlbaum. , & Landreth, G. L. (2005). Child-centered group play therapy with children with speech difﬁculties. International Journal of Play Therapy, 14, 81–102. , & Ray, D. C. (2007). Differential impact of play therapy on developmental levels of children. International Journal of Play Therapy, 16, 2–19. , & Boggs, S. (2008). Evidence-based psychosocial treatments for children and adolescents with disruptive behavior. Journal of Child and Adolescent Psychology, 37(1), 215–237.