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  Partner: UNT Libraries
 Department: College of Education
 Month: May
 Degree Discipline: Counseling and Student Services
A Comparison Study of Individual and Group Play Therapy In Treating Kindergarten Children With Adjustment Problems

A Comparison Study of Individual and Group Play Therapy In Treating Kindergarten Children With Adjustment Problems

Date: May 2000
Creator: Rennie, Robyn Lynette
Description: This study was designed to determine the effectiveness of individual child-centered play therapy in the elementary school in: 1) enhancing the self-concept of kindergarten children who are experiencing adjustment difficulties; 2) decreasing the overall behavioral problems of kindergarten children experiencing adjustment difficulties 3) decreasing externalizing behavior problems such as aggression and delinquency of kindergarten children experiencing adjustment difficulties; 4) decreasing the internalizing behavior problems such as withdrawal, somatic complaints, anxiety and depression of kindergarten children experiencing adjustment difficulties; 5) increasing parental perception of change in the problematic behaviors of kindergarten children experiencing adjustment difficulties; and 6) enhancing self-control in kindergarten children experiencing adjustment difficulties. A secondary objective was to compare the participants involved in individual child-centered play therapy with participants in a previous study who were involved in child-centered group play therapy on the above named dimensions. The experimental group, consisting of 14 kindergarten children experiencing adjustment difficulties, received 10-12, 30-minute individual play therapy sessions in a 12 week period in their elementary school. The comparison group, utilized from the 1999 McGuire study, consisted of 15 children with adjustment problems and received 12-14, 45-minute group play therapy sessions in 14 weeks in their elementary school. The control group, consisting of ...
Contributing Partner: UNT Libraries
The Effects of Systematic Desensitization on Test Anxiety, General Anxiety, and Attitude Toward School Among Fifth-Grade Pupils

The Effects of Systematic Desensitization on Test Anxiety, General Anxiety, and Attitude Toward School Among Fifth-Grade Pupils

Date: May 1973
Creator: Lautin, Devora Juster
Description: The problem of this study was to investigate the effectiveness of systematic desensitization on test anxiety, general anxiety, and attitude toward school among fifth-grade elementary-school children.
Contributing Partner: UNT Libraries
Filial Therapy Training with Undergraduate Teacher Trainees; Child-Teacher Relationship Training

Filial Therapy Training with Undergraduate Teacher Trainees; Child-Teacher Relationship Training

Date: May 2000
Creator: Brown, Christopher J.
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. ...
Contributing Partner: UNT Libraries