The impact of school-based child centered play therapy on academic achievement, self-concept, and teacher-child relationship stress.
Description:
This study examined the effectiveness of child centered play therapy (CCPT) with academically at-risk 1st graders. In this quasi-experimental design, twenty-one 1st grade students were assigned to the experimental group and 20 students were assigned to the no treatment control group. The children in the experimental group received two 30 minute play therapy sessions per week for the duration of eight weeks. Three hypotheses were analyzed. A two-factor repeated measures analysis of variances (S…
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Date:
May 2009
Creator:
Blanco, Pedro J.
Partner:
UNT Libraries