Child-Centered Play Therapists’ Experiences of Conducting Group Play Therapy in Elementary Schools

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.

KEYWORDS:

• Child-centered group play therapy
• phenomenology
• play therapist experiences
• qualitative research
• school-based mental health interventions

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.