ABSTRACT
Child-Centered Group Play Therapy (CCGPT) has been shown to be an effective, developmentally appropriate, and efficient mental health treatment for young children. The purpose of this qualitative study was to explore six play therapists’ perceptions of conducting CCGPT in four elementary schools. Three overarching themes emerged from the data: Internal Responses During Clinical Experiences, Perception of CCGPT (subthemes: Benefits, Challenges, Comparison to Individual PT), and Observed Change (subthemes: Client Change, Shift in Therapist Perception of CCGPT). Results support the use of CCGPT in schools and highlight the need for counselor training in CCGPT.
Additional information
Notes on contributors
Sarah M. Blalock
Sarah M. Blalock, Ph.D., LPC-S, RPT-S, CSC, is an assistant professor in the Department of Counseling, Leadership, Adult Education & School Psychology at Texas State University.
Natalya A. Lindo
Natalya A. Lindo, Ph.D., LPC, is an associate professor and department chair of Counseling and Higher Education at the University of North Texas.
Maria Haiyasoso
Maria Haiyasoso, Ph.D., LPC, RPT, is an assistant professor in the Professional Counseling Program at Texas State University.
Molly K. Morman
Molly K. Morman is pursuing a Master of Arts in Professional Counseling at Texas State University.