Characteristics of Play Therapy Students in Training. Metadata

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Title

  • Main Title Characteristics of Play Therapy Students in Training.

Creator

  • Author: Solt, Misty D.
    Creator Type: Personal

Contributor

  • Chair: Landreth, Garry L.
    Contributor Type: Personal
    Contributor Info: Major Professor and Chair
  • Committee Member: Berg, Robert C.
    Contributor Type: Personal
  • Committee Member: Altekruse, Michael K.
    Contributor Type: Personal

Publisher

  • Name: University of North Texas
    Place of Publication: Denton, Texas

Date

  • Creation: 2003-08
  • Digitized: 2003-07-30

Language

  • English

Description

  • Content 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 the play therapy and non-play therapy group. Additionally, the play therapy student group scored a statistically significant higher mean total score on the BLOCS, indicating that play therapy students have a more favorable attitude toward children as compared to non-play therapy students in training. No other statistically significant results were indicated on the other personality scales of the NEO PI-R between the play therapy and non-play therapy students in training group. Statistical significance was found on the BLOCS total mean scores between play therapy students rated as "Highly Effective" and play therapy students rated as "Effective" by their play therapy supervisors. This result indicated that play therapists rated as highly effective had an overall more favorable attitude toward children then students rated as effective. Interestingly, the Conscientiousness personality domain was approaching statistical significance for the play therapists rated highly effective as compared to the play therapists that were rated effective. Furthermore, the results of this study quantitatively supported the personal characteristic qualities of play therapists as discussed by Axline (1969) and Landreth (2002).

Subject

  • Library of Congress Subject Headings: Play therapy.
  • Library of Congress Subject Headings: Psychotherapists -- Psychology.
  • Keyword: Characteristics
  • Keyword: play therapists

Collection

  • Name: UNT Theses and Dissertations
    Code: UNTETD

Institution

  • Name: UNT Libraries
    Code: UNT

Rights

  • Rights Access: public
  • Rights License: copyright
  • Rights Holder: Solt, Misty D.
  • Rights Statement: Copyright is held by the author, unless otherwise noted. All rights reserved.

Resource Type

  • Thesis or Dissertation

Format

  • Text

Identifier

  • OCLC: 53820169
  • Archival Resource Key: ark:/67531/metadc4292

Degree

  • Degree Name: Doctor of Philosophy
  • Degree Level: Doctoral
  • Degree Discipline: Counseling
  • Academic Department: Department of Counseling, Development and Higher Education
  • Degree Grantor: University of North Texas

Note