| Description: | This experimental research study investigated the effectiveness of the application of Child-Teacher Relationship training, adapted from child-centered play therapy procedures and skills training (filial therapy), with undergraduate teacher trainees. Specifically, this research determined if Child-Teacher Relationship training facilitated change in teacher trainees' interactions with children, parenting attitudes, and play therapy attitude knowledge and skills. The experimental group of teacher trainees (n=18) received 10 weekly ninety minute training sessions in child-centered play therapy skills and procedures and conducted 7 weekly special play times with children. The comparison group (n=20) received supplemental training in child guidance during the ten weeks that included parent training and alternatives to corporal punishment. Experimental and comparison group participants completed pre-test and post-test measures, consisting of the Adolescent and Adult Parenting Attitudes Inventory (AAPI-2), the Play Therapy Attitudes, Knowledge, and Skills Survey (PTAKSS), and a videotaped special play time with a child which was rated using the Measurement of Empathy in Adult and Child Interactions (MEACI). Analysis of covariance on adjusted post test means revealed that the teacher trainees in the experimental group demonstrated statistically significant ("<.05) increases in empathy towards children, allowing the child self direction, communication of acceptance, and involvement as measured by the MEACI. Significant ("<.05) increases were also reported on teacher trainees in the experimental group on play therapy attitudes, knowledge, and skills as measured by the PTAKSS. The experimental group demonstrated growth in level of empathy and adult-child role subscales on the AAPI, and positive trends (.07) were reported on the AAPI expectations of children subscale. |
|---|---|
| Creator(s): | Brown, Christopher J. |
| Creation Date: | May 2000 |
| Partner(s): |
UNT Libraries
|
| Collection(s): |
UNT Theses and Dissertations
|
| Usage: |
Total Uses: 475
Past 30 days: 13
Yesterday: 1
|
| Creator (Author): |
|
|
|---|---|---|
| Publisher Info: |
Publisher Name: University of North Texas
Place of Publication: Denton, Texas
|
|
| Original Creation Date: | May 2000 | |
| Description: | This experimental research study investigated the effectiveness of the application of Child-Teacher Relationship training, adapted from child-centered play therapy procedures and skills training (filial therapy), with undergraduate teacher trainees. Specifically, this research determined if Child-Teacher Relationship training facilitated change in teacher trainees' interactions with children, parenting attitudes, and play therapy attitude knowledge and skills. The experimental group of teacher trainees (n=18) received 10 weekly ninety minute training sessions in child-centered play therapy skills and procedures and conducted 7 weekly special play times with children. The comparison group (n=20) received supplemental training in child guidance during the ten weeks that included parent training and alternatives to corporal punishment. Experimental and comparison group participants completed pre-test and post-test measures, consisting of the Adolescent and Adult Parenting Attitudes Inventory (AAPI-2), the Play Therapy Attitudes, Knowledge, and Skills Survey (PTAKSS), and a videotaped special play time with a child which was rated using the Measurement of Empathy in Adult and Child Interactions (MEACI). Analysis of covariance on adjusted post test means revealed that the teacher trainees in the experimental group demonstrated statistically significant ("<.05) increases in empathy towards children, allowing the child self direction, communication of acceptance, and involvement as measured by the MEACI. Significant ("<.05) increases were also reported on teacher trainees in the experimental group on play therapy attitudes, knowledge, and skills as measured by the PTAKSS. The experimental group demonstrated growth in level of empathy and adult-child role subscales on the AAPI, and positive trends (.07) were reported on the AAPI expectations of children subscale. |
|
| Degree: |
Name:
Doctor of Philosophy
Level:
Doctoral
Discipline:
Counseling and Student Services
Department:
College of Education
Grantor:
University of North Texas
|
|
| Language(s): | ||
| Subject(s): | ||
| Keyword(s): | Play therapy | Teacher training | |
| Contributor(s): |
|
|
| Partner: |
UNT Libraries
|
|
| Collection: |
UNT Theses and Dissertations
|
|
| Identifier: |
|
|
| Resource Type: | Thesis or Dissertation | |
| Format: | Text | |
| Rights: |
Access:
Public
License:
Copyright
Holder:
Brown, Christopher J.
Statement:
Copyright is held by the author, unless otherwise noted. All rights reserved.
|
|
