A Case Study on Child-Centered Play Therapy for Preschoolers with Separation Anxiety

2021 ◽  
Vol 25 (2) ◽  
pp. 61-81
Author(s):  
Moonjeong Kim ◽  
Heeyeong Lee
Keyword(s):  
Play Therapy ◽  
Separation Anxiety ◽  
Child Centered ◽  
Child Centered Play Therapy

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

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.

scholarly journals STUDI KASUS: TERAPI BERMAIN MEMFASILITASI PERUBAHAN PERILAKU MENOLAK SEKOLAH

2019 ◽  
Vol 3 (1) ◽  
pp. 105
Author(s):  
Monica Sri Sunaringsih ◽  
Linda Wati
Keyword(s):  
Play Therapy ◽  
Single Case ◽  
School Refusal ◽  
Individual Therapy ◽  
Single Case Study ◽  
Dimensional Model ◽  
Child Centered ◽  
Child Centered Play Therapy ◽  
Participant Behavior

Perilaku menolak sekolah, adalah perilaku yang umum dialami anak-anak dalam masa sekolah, dengan berbagai alasan. Perilaku ini tidak selalu menjadi diagnosa patologis, tapi pada praktisnya kerap menyebabkan stres dalam keluarga. Saat anak memiliki keinginan untuk tidak hadir di sekolah, mereka cenderung berperilaku maladaptif. Child-Centered Play Therapy (CCPT) dipandang sebagai bentuk intervensi terapetik yang tidak berfokus pada permasalahan anak secara langsung, tetapi memberikan ruang dan kesempatan pada anak untuk memproses masalahnya. CCPT terbukti dapat mengatasi berbagai masalah perilaku dalam perkembangan anak hingga remaja. Namun, belum banyak ulasan mengenai bagaimana CCPT memfasilitasi perubahan perilaku tersebut. Penelitian ini bertujuan memberikan informasi baru mengenai efektivitas CCPT dalam mengubah perilaku anak terhadap sekolah. Subjek penelitian ini adalah anak perempuan berusia 6 tahun. Penelitian qualitative, single case study ini memberikan penjelasan proses perubahan/ transformasi perilaku partisipan secara intensif dan deskriptif dalam 18 sesi terapi individual. Play Therapy Dimensional Model (PTDM) dalam level consiousness-unconsiousness dan directive-nondirectiveness akan mendeskripsikan arah pergerakan dan perubahan perilaku partisipan dalam proses terapi. Hasil penelitian berbentuk laporan observasi peneliti, dokumentasi sesi, dan laporan orangtua menunjukkan keselarasan terhadap perubahan perilaku partisipan. Perubahan perilaku sesuai dengan tujuan CCPT dan sesuai dengan harapan orangtua. Partisipan hadir di sekolah, berani menampilkan dirinya di depan kelas, dan perilaku somatis sirna.  School refusal is a behavior commonly found in school age children, with various reasons. This behavior is not always a pathological diagnosis, however, in practice it often causes stress in the family. When children refuse to attend school, they tend to behave maladaptively. Child-Centered Play Therapy (CCPT) is seen as a form of therapeutic intervention that does not focus on children's problems directly, but it gives children space and opportunity to process their problem. CCPT is proven to be able to treat various behavioral problems in the development of children to adolescents. However, there are not many reviews about how CCPT facilitates this behavioral change. This study aims to provide new information about the effectiveness of CCPT in changing children's behavior towards school. The sole subject of this study was a 6-year-old girl. This qualitative, single case study provides an explanation of the process of change / transformation of participant's intensive and descriptive behavior in 18 individual therapy sessions. Play Therapy Dimensional Model (PTDM) at the level of consciousness-unconsiousness and directive-nondirectiveness will describe the direction of movement and changes in participant behavior during the therapy process. The result of the study was in the form of researchers' observation reports, session documentation, and parental reports show conformity with changes in participant behavior. Changes in behavior was in accordance with the goals of the CCPT and with expectations of the parents. Participant attended school, dared to present herself in front of the classroom, and somatic behavior disappeared.

Play Therapy in School Counseling

2013 ◽  
Vol 16 (5) ◽  
pp. 2156759X1201600 ◽  
Author(s):  
Shannon Trice-Black ◽  
Carrie Lynn Bailey ◽  
Morgan E. Kiper Riechel
Keyword(s):  
School Counseling ◽  
Play Therapy ◽  
School Setting ◽  
Counseling Program ◽  
Developmental Issues ◽  
Empirically Supported ◽  
School Counseling Program ◽  
Child Centered ◽  
Child Centered Play Therapy

Play therapy is an empirically supported intervention used to address a number of developmental issues faced in childhood. Through the natural language of play, children and adolescents communicate feelings, thoughts, and experiences. Schools provide an ideal setting for play therapy in many ways; however, several challenges exist in implementing play therapy as a preventative or responsive intervention in the school setting. This article presents a brief overview of play therapy as a component of a comprehensive developmental school counseling program. The authors present a case study outlining how child-centered play therapy as a theoretical approach to play therapy can be used to effectively work with a child experiencing emotional and academic issues in the school setting.

Effectiveness of child-centered play therapy among marginalized children.

2019 ◽  
Vol 28 (2) ◽  
pp. 88-97
Author(s):  
Phyllis B. Post ◽  
Christa B. Phipps ◽  
Ami C. Camp ◽  
Amy L. Grybush
Keyword(s):  
Play Therapy ◽  
Child Centered ◽  
Child Centered Play Therapy
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