Effectiveness of Group Play Therapy on Problematic Behaviors and Symptoms of Anxiety of Preschool Children

ABSTRACT

The current study explored the effects of child-centered group play therapy (CCGPT) on anxiety symptoms and problematic classroom behaviors of preschool children. Using a single case design, 4 preschool children with clinical levels of anxiety problems as rated by parents or teachers on the Child Behavior Checklist/Caregiver-Teacher Report Form, participated in 10 sessions of CCGPT. Participants’ problematic classroom behaviors were examined prior to and during participation in CCGPT. After participation in group play therapy, all 4 children exhibited decreased anxiety symptoms and fewer problematic classroom behaviors. A discussion of limitations and implications for future research are discussed.

KEYWORDS:

• Anxiety
• classroom behaviors
• group play therapy
• preschool children

Additional information

Notes on contributors

Karrie L. Swan

Karrie L. Swan, Ph.D., LMHC, CCPT-S, CPRT-S, is an assistant professor of counselor education in the Psychology Department at Eastern Washington University and is also play therapist at Marimn Health, the Coeur d’Alene Tribal Hospital.

Marilyn Kaff

Marilyn Kaff, Ph.D., is an associate professor in the Department of Special Education, Counseling, and Student Affairs at Kansas State University.

Sara Haas

Sara Haas, Ph.D., CCPT-S, CPRT-S, is a professor of practice in the Counseling Department at the University of San Diego.