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  Partner: UNT Libraries
 Language: English
 Degree Discipline: Counseling
 Collection: UNT Theses and Dissertations
Adapting Filial Therapy for Families who have a Child with a Life-Threatening Illness

Adapting Filial Therapy for Families who have a Child with a Life-Threatening Illness

Date: August 2004
Creator: Steen, Rheta LeAnne
Description: Utilizing a collective case study design, I examined and described the filial therapy (FT) process and adaptations discovered to be necessary and unnecessary in working with families who have a child with a life-threatening illness in the hospital setting. Data from a total of 7 parents was utilized, including those who terminated early, in order to gain a greater understanding of adapting FT for families who have a child with a life-threatening illness and their participation patterns. The parents attended 10 one- to two-hour FT sessions. The data was analyzed to examine for themes, patterns and relationships intrinsically with each case participant, as well as across cases. Analysis indicated that parents with a child with a life-threatening illness had great difficulty committing to attend FT; and a high rate of attrition occurred for those who did commit. A theme regarding flexibility was found to be of eminent importance in a variety of manifestations including therapeutic methods, session format, location and time of sessions, and intense vs traditional FT. Therapeutic adaptations in flexibility found to be important including openness to cathartic and personal parenting sessions, tolerance of forgetfulness, and lowering typical therapeutic concerns of dependency in the relationship. An inability for ...
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Adlerian Play Therapy: Effectiveness on Disruptive Behaviors of Early Elementary-Aged Children

Adlerian Play Therapy: Effectiveness on Disruptive Behaviors of Early Elementary-Aged Children

Date: August 2010
Creator: Meany-Walen, Kristin K.
Description: Approximately 20% of children experience serious mental health problems severe enough to meet diagnosis criteria, and less than one third of these children receive the services they need. Identifying effective school-based counseling interventions provides a viable and accessible solution, especially for families with financial barriers. This randomized, controlled outcome study examined the effectiveness of Adlerian play therapy (AdPT) compared to reading mentoring (RM) with 58 kindergarten through third grade students who qualified with clinical levels of disruptive behavior in the classroom. Participants were identified as 48% Latino, 33% European American, and 19% African American. Approximately four-fifths of participants were male. Children were randomly assigned to AdPT (experimental group) or RM (active control group) for 16 sessions of treatment. Children in both groups participated in twice weekly, individual, 30-minute interventions that took place in their schools. Results from a two (group) by two (repeated measures) split plot ANOVA indicated that, compared to the RM group over time, the AdPT group demonstrated statistically significant improvement on (a) disruptive behaviors in the classroom, as directly observed by objective raters and as reported by teachers, and (b) stress in the teacher-child relationship, as reported by teachers. Teachers and observers were blinded to children's treatment ...
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Adult Client Outcomes: Differences Between Counselors with Education in Child Centered Play Therapy Versus Counselors Without Education in Child-Centered Play Therapy

Adult Client Outcomes: Differences Between Counselors with Education in Child Centered Play Therapy Versus Counselors Without Education in Child-Centered Play Therapy

Date: August 2007
Creator: Rees, Brian Christopher
Description: Child-centered play therapists are taught unique relationship building approaches and therapeutic methods to utilize when working with children. The purpose of this study was to determine if adult clients counseled by child-centered play therapists would demonstrate greater positive therapeutic outcomes than adult clients who were counseled by non-educated child-centered play therapists. This study also attempted to determine if the play therapists' clients would show greater, significant improvement in any particular areas of client distress (i.e., depression/anxiety, relationship issues), more so than the clients of the non-play therapists. Archival data from an assessment, The Adult Self-Report Inventory (ASR), was gathered to measure reported pre and post-test client symptomology. This study utilized a 2X2 repeated measure ANOVA design to analyze the impact of counselors who were educated in child-centered play therapy who saw adult clients, versus their non-play therapy counterparts who saw adult clients. Before treatment pre-test and after treatment post-test administration was collected for use in the analysis. The population consisted of 60 adult clients seeking counseling services at a major university in the southwest. All clients were seen by Master's practicum students for ten sessions. The clients were divided into two groups - 30 were seen by play therapists, 30 ...
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Adventure Based Counseling: Exploring the Impact of Abc on Adaptive Functioning in High School Males

Adventure Based Counseling: Exploring the Impact of Abc on Adaptive Functioning in High School Males

Date: August 2013
Creator: Christian, David D.
Description: The purpose of this study was to examine the impact of ABC on adaptive functioning in high school males. Specifically, a pretest/posttest, experimental design (N = 46; Caucasian = 26, Hispanic = 20) was used to examine the changes in adaptive and maladaptive functioning in ABC participants (n = 21) compared to those in a control/waitlist group (n = 25) as measured by the Behavior Assessment System for Children, second edition (BASC-2). Participants randomly assigned to the treatment group engaged in 10 ABC sessions. In order to better understand group process in ABC, I had experimental group participants complete the Group Climate Question Short form (GCQ-S) three times during the intervention. A mixed between/within subjects ANOVA of the BASC-2 scores revealed a statistically significant increase in adaptive functioning for both groups, F(1, 33) = 8.58, p < .01, with a partial eta squared of .21 indicating a large effect. There was no statistically significant difference between the experimental and control/waitlist groups, F(1, 33) = .064, p = .80, and a very small effect size (partial eta squared < .01). A repeated measures ANOVA of the GCQ-S scores revealed a statistically significant increase in engagement, F(2, 38) = 4.067, p = ...
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Assessing the Adlerian Personality Priorities: A Formal Instrument for Therapeutic Practice

Assessing the Adlerian Personality Priorities: A Formal Instrument for Therapeutic Practice

Date: May 2005
Creator: Allen, Elizabeth Gayle Soules
Description: The purpose of this study was to develop an effective formal instrument to assess the Adlerian personality priorities. The development of the Allen Assessment for Adlerian Personality Priorities, AAAPP, seeks to provide a strong comparability to assessing the Adlerian construct of personality priorities as the counselor interview. One hundred and seven participants were given the 1st administration of the AAAPP, Social Interest Scale and a demographic survey. Sixty-four participants completed a 2nd administration of the AAAPP two weeks later. Twenty participants experienced a counseling interview following the 2nd administration. The methods used to evaluate the validity and effectiveness of the AAAPP included: face validity, predictive validity, construct validity, test-retest reliability, multiple regression, Guttman split-half reliability and the Spearman Brown reliability.
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The Characteristics of Play Therapy Sessions with Children: A Preliminary Investigation

The Characteristics of Play Therapy Sessions with Children: A Preliminary Investigation

Date: August 2003
Creator: Frye, Kristi Dean
Description: This research study investigated various characteristics of children in play therapy and their play behaviors during sessions. Specifically, this research investigated how gender, age, ethnicity, household and presenting problem of children impacted the play therapy process. Thirty-two cases of children who received ten or more sessions of play therapy at the Child and Family Resource Clinic, University of North Texas, Denton, Texas between the years of 1998-2002 and met specified criteria were coded and entered into a computer spreadsheet for analysis. The background information provided by the parent/guardian of each child was analyzed using various measures of central tendency to summarize and describe the data sets. The session summary data completed by play therapists at the CFRC was examined using analysis of variance and multivariate analysis of variance. Analysis of variance and multivariate analysis of variance revealed statistical significance between the following variables: a) males and use of dolls (.01), animals (.007) and weapons (.014), and males and expression of happy (.048), confident (.042) curious (.007) and flat (.029) during play therapy sessions; b) young children and use of vehicles (.050) during play therapy sessions; c) Caucasian children and expression of happy (.011), and confident (.008) during play therapy sessions; ...
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Characteristics of play therapy students in training.

Characteristics of play therapy students in training.

Date: August 2003
Creator: Solt, Misty D.
Description: This study examined if there were characteristic differences between play therapy students and non-play therapy students in training. Specifically, this study was designed to explore what, if any, characteristic differences between play therapy students and non-play therapy students in training exist in the following two areas: (a) personality variables, as measured by the NEO Personality Inventory-Revised (NEO PI-R) and (b) attitude toward children, and measured by the Barnett's Liking of Children Scale (BLOCS). Additionally, this study examined whether certain personality traits and the general attitude toward children for the play therapy student group correlated with the play therapy students' effectiveness ratings assigned to them by their play therapy supervisors. This study found statistically significant differences at the .05 alpha level between the play therapy (N=105) and non-play therapy students (N=79) in training in both the Extraversion personality trait on the NEO PI-R assessment and attitude toward children on the BLOCS. Non-play therapy students were in the High range for Extraversion, whereas play therapy students in training were in the Average range. According to this finding, play therapy students are less extraverted than non-play therapy students. Specifically, a statistically significant difference occurred on the Gregariousness scale of the Extraversion domain between ...
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Child-Centered Group Play Therapy with Children with Speech Difficulties

Child-Centered Group Play Therapy with Children with Speech Difficulties

Date: August 2003
Creator: Danger, Suzan
Description: The problem with which this investigation was concerned was that of determining the efficacy of child-centered group play therapy with pre-kindergarten and kindergarten children with speech difficulties as an intervention strategy for improving specific speech problems in the areas of articulation, receptive language, and expressive language. A second purpose was that of determining the efficacy of child-centered group play therapy in improving self-esteem, positive social interaction, and in decreasing anxiety and withdrawal behaviors among pre-kindergarten and kindergarten children with speech difficulties. The experimental group consisted of 11 children who received 25 group play therapy sessions one time a week in addition to their directive speech therapy sessions. The comparison group consisted of 10 children who received only their directive speech therapy sessions. The Goldman Fristoe Test of Articulation, the Peabody Picture Vocabulary Test - Revised, and the Clinical Evaluation of Language Fundamentals - 3 were used to measure receptive and expressive language skills. The Burks' Behavior Rating Scale was used to measure symptoms of anxiety, withdrawal, poor self-esteem, and poor social skills as observed by parents and teachers. Twelve hypotheses were tested using ANCOVA and Eta Squared. Child-centered group play therapy was shown to have a large practical significance in ...
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Child-Parent Relationship Therapy (CPRT) with Adoptive Families: Effects on Child Behavior, Parent-Child Relationship Stress, and Parental Empathy

Child-Parent Relationship Therapy (CPRT) with Adoptive Families: Effects on Child Behavior, Parent-Child Relationship Stress, and Parental Empathy

Date: May 2010
Creator: Carnes-Holt, Kara
Description: This randomized controlled study is a preliminary investigation on the effects of Child-Parent Relationship Therapy (CPRT) with 61 adoptive parents. The participants in this study identified themselves as the following: 54 European American, 3 Black American, 3 Hispanic/Latino, and 1 individual who chose not to indicate ethnicity. The study included 23 couples and 15 individual mothers. The CPRT is a structured, time limited approach that trains caregivers to be an active participant as a therapeutic change agent in their child's life. Results from a two (group) by two (measures) split plot ANOVA indicated that adoptive parents who participated in 10 weeks of CPRT reported statistically significant decreases in child behavior problems and parent child-relationship stress. Statistically significant increases in parent empathy were also reported by raters blinded to the study. CPRT demonstrated a medium to large treatment effect on reducing children's behavior problems and parent-child relationship stress. In addition, CPRT demonstrated a large treatment effect on increasing parental empathy. The results of the study provide preliminary support for CPRT as a responsive intervention for adoptive parents and their children.
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Child Teacher Relationship Training As a Head Start Early Mental Health Intervention for Children Exhibiting Disruptive Behavior:  an Exploratory Study

Child Teacher Relationship Training As a Head Start Early Mental Health Intervention for Children Exhibiting Disruptive Behavior: an Exploratory Study

Date: August 2012
Creator: Gonzales, Terri Lynn
Description: This exploratory study examined the effectiveness of child teacher relationship training (CTRT) with at-risk preschool children exhibiting disruptive behavior. The participants included a total of 23 Head Start teachers and their aides, and children identified by their teachers as exhibiting clinical or borderline levels of externalizing behavior problems. Teacher participants included 22 females and 1 male; demographics were reported as 56% Hispanic ethnicity, 17% Black American, and 22% European American. Child participants included 15 males and 5 females; demographics were reported as 60% Hispanic, 30% Black American, and 10% European American. A 2 by 3 (Group x Repeated Measures) split plot ANOVA was used to analyze the data. According to teacher reports using the Teacher Report Form (C-TRF) and blinded raters’ reports using the Direct Observation Form (DOF) to assess disruptive behaviors, children whose teachers received the CTRT intervention demonstrated statistically significant decreases (p < .05) in externalizing behaviors on the C-TRF and total problems on the DOF from pre- to mid- to post-test, compared to children whose teachers participated in the active control group. The CTRT intervention demonstrated large treatment effects on both measures (C-TRF: ?p2 =.173; DOF: ?p2=.164) when compared to CD, revealing the practical significance of the ...
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