The effect of child‐centered play therapy and person‐centered therapy consultation on behavioral and psychological symptoms of dementia in people with dementia of Alzheimer's type

Abstract Background The purpose of this study was (1) to develop a virtual reality (VR) intervention program based on the psychological needs of patients residing in nursing facilities in South Korea to alleviate their behavioral and psychological symptoms and (2) to confirm the possibility of utilizing VR in patients with dementia. Methods In the first phase, patients with dementia residing in nursing homes and experiencing behavioral and psychological symptoms were recruited. Surveys and questionnaires were used to identify activities that alleviated the behavioral and psychological symptoms of dementia (BPSD) among the patients. These activities were classified into five types of psychological needs. In the second phase, a fully immersive, interactive, easy-to-use VR platform was developed that reflected these psychological needs. Patients with dementia experienced the VR content. The researchers assessed the level of the participants’ immersion, preference, and interaction with the VR using a 5-point Likert scale. Results In the feasibility test, 10 nursing home residents were recruited. The mean immersion score was 4.93 ± 0.16 points, the mean preference score was 4.35 ± 0.41 points, and the mean interaction score was 3.84 ± 0.43 points using a 5-point Likert scale. Higher mean scores indicated a more positive outcome. Six of the 10 participants required assistance while using the VR. The mean VR experience duration was 10.00 ± 3.46 min. Conclusions The VR-based intervention program that was developed to reduce BPSD was feasible for the participants and provided them with a high degree of satisfaction and immersion. Furthermore, this study also confirmed the convenience and safety of the program. These findings support the potential use of VR-based BPSD intervention programs to treat patients with dementia.

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Transgender and gender-expansive affirming child-centered play therapy.

International Journal of Play Therapy ◽

10.1037/pla0000155 ◽

2021 ◽

Vol 30 (2) ◽

pp. 146-156

Author(s):

Rebekah Byrd ◽

Sonya Lorelle ◽

Emily Donald

Keyword(s):

Play Therapy ◽

Child Centered ◽

And Gender ◽

Child Centered Play Therapy

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Comparing of the Effectiveness of Child-Centered Play Therapy and Child-Parent Relationship Therapy (CPRT) on the Affective Style in Children with Separation Anxiety Disorder

Journal of Counseling Research ◽

10.18502/qjcr.v20i79.7347 ◽

2021 ◽

Author(s):

Seyyedeh Masoumeh Seyyedi Andi ◽

Mahmoud Najafi ◽

Isaac Rahimian Boogar

Keyword(s):

Anxiety Disorder ◽

Play Therapy ◽

Primary Schools ◽

Separation Anxiety ◽

Separation Anxiety Disorder ◽

Affective Style ◽

Child Centered ◽

And Control ◽

Child Centered Play Therapy ◽

Experimental Group

Aims: The purpose of this study was to compare the effectiveness of child-centered play therapy and (CPRT) on the affective styles in children suffering from separation anxiety disorder. Method: The research method was semi-experimental with pre-test and post-test and control groups. The statistical population of this study consisted of all female students with separation anxiety in the fifth and sixth grades of primary schools in city of Babol, of whom 45 of these students were selected via random sampling, and were randomly divided into three groups: experimental group-1, experimental group-2 and control group. The first experimental group received child-centered play therapy with Axline approach in sixteen 45-minute sessions, and the second experimental group were taught (CPRT) ten 2-hour sessions. The research instruments were questionnaire (form d) of the children Symptoms Inventory (Sprafkin, Lani & Gadow, 1994) and the Affective Style Questionnaire (Hofmann & Kashdan, 2010) . Covariance was used to analyze the data. Findings: The results showed that both interventions play an effective role in improving the affective styles in children with separation anxiety disorder. Moreover, there was a significant difference between the effectiveness of (CPRT) and child-centered play therapy and the (CPRT) was more effective in improving the affective styles there (p< 0/05). Conclusions: CPRT training can be considered as a more suitable alternative in improving the affective styles as well as in improving the psycho-cognitive symptoms of children with separation anxiety disorder.

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Addressing Needs of Children of Incarcerated Parents With Child-Centered Play Therapy

Journal of Child and Adolescent Counseling ◽

10.1080/23727810.2017.1381931 ◽

2017 ◽

Vol 4 (2) ◽

pp. 134-145 ◽

Cited By ~ 3

Author(s):

Emily C. Brown ◽

Melinda M. Gibbons

Keyword(s):

Play Therapy ◽

Children Of Incarcerated Parents ◽

Incarcerated Parents ◽

Child Centered ◽

Child Centered Play Therapy

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Meningkatkan harga diri anak slow learner melalui Child Centered Play Therapy

Persona Jurnal Psikologi Indonesia ◽

10.30996/persona.v9i2.3491 ◽

2020 ◽

Vol 9 (2) ◽

pp. 319-334

Author(s):

Iswinarti Iswinarti ◽

Roselina Dwi Hormansyah

Keyword(s):

Play Therapy ◽

Self Esteem ◽

Control Group ◽

Analysis Method ◽

Slow Learner ◽

Slow Learners ◽

Child Centered ◽

Post Test ◽

Age Range ◽

Child Centered Play Therapy

AbstractA slow learner is a child who has a delayed learning process. It affects other abilities such as adaptation, communication, and personality that can affect self-esteem. High self-esteem will make someone able to think positively about themselves and be more confident. One treatment to improve self-esteem is using Child-Centered Play Therapy (CCPT). It helps children to explore themselves through play media. This study aimed to see the effect of CCPT on the improvement of self-esteem in slow learner children. This study designed by using a quasi-experiment with a control group also pre-test and post-test. Subjects were 20 people with 9-11 years age range who were identified as slow learners. There were two groups in this study: experimental groups and the control groups that each contained 10 children. Rosenberg Self-Esteem (RSE) was used as an instrument of self-esteem (?=0,85). The data analysis method used Wilcoxon and Mann-Whitney tests. It proved that Child-Centered Play Therapy (CCPT) was effective in increasing the self-esteem of children who were slow learners. Slow learner children can increase their self-esteem through fun activities. Keyword: Child centered play therapy; Self-esteem; Slow learner AbstrakAnak dengan slow learner adalah seorang anak yang mengalami keterlambatan dalam proses belajar. Keterlambatan ini berpengaruh terhadap kemampuan lainnya seperti adaptasi, komunikasi dan pribadi yang dapat memberi dampak terhadap harga diri. Anak dengan harga diri yang tinggi membuat mereka dapat berpikir positif mengenai dirinya sendiri dan lebih percaya diri. Salah satu bentuk penanganan untuk meningkatkan harga diri adalah menggunakan Child Centered Play Therapy (CCPT). Terapi ini membantu anak mengeksplorasi diri melalui media bermain. Tujuan penelitian ini adalah untuk melihat pengaruh CCPT terhadap peningkatan harga diri anak slow learner. Desain penelitian menggunakan eksperimen quasi dengan kelompok kontrol serta pre-test dan post-test. Terdapat dua kelompok dalam penelitian, yaitu kelompok eksperimen yang terdiri atas 10 anak, dan kelompok kontrol juga terdiri atas 10 anak. Rosenberg Self Esteem (RSE) digunakan sebagai instrumen untuk mengukur harga diri (?=0,85). Teknik analisis data menggunakan uji Wilcoxon dan Mann Whitney. Hasil penelitian menunjukan bahwa Child Centered Play Therapy (CCPT) efektif meningkatkan harga diri anak slow learner. Anak slow learner dapat meningkat harga dirinya melalui terapi yang menyenangkan yaitu melalui bermain. Kata kunci: child centered play therapy; self-esteem; slow learner

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