By Athena A. Drewes, Charles E. Schaefer
An intensive revision of the basic consultant to utilizing play remedy in schoolsFully up-to-date and revised, School-Based Play treatment, moment variation provides an A-to-Z advisor for utilizing play remedy in preschool and straight forward college settings. Coedited through famous specialists within the box, Athena Drewes and Charles Schaefer, the second one version bargains institution counselors, psychologists, social staff, and academics the most recent suggestions in constructing inventive methods to make use of the healing powers of play in schools.The moment version comprises assurance on tips on how to enforce a play remedy software at school settings; play-based prevention courses; person play treatment methods in addition to workforce play; and play treatment with distinct populations, corresponding to selectively mute, homeless, and autistic kids. additionally, 9 new chapters were extra with new fabric covering:Cognitive-behavioral play therapyTrauma-focused crew workTraining academics to take advantage of play therapyFilled with illustrative case stories and ready-to-use sensible innovations and proposals, School-Based Play treatment, moment version is an important source for all psychological overall healthiness pros operating in faculties.
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Additional info for School-Based Play Therapy, 2nd edition
71) interventions were considered to be effective regardless of theoretical approach. However, the effect size reported for humanistic approaches, including child-centered and nondirective play therapy, was in the large effect category, while nonhumanistic was in the moderate category. This difference in effect may be attributed to a larger number of calculated humanistic studies (n ¼ 73) compared to nonhumanistic studies (n ¼ 12). , 2005). , 2005; Leblanc & Ritchie, 2002) provide empirical support for its use in school settings as an early intervention to ameliorate a variety of children’s mental health problems that can negatively impact children’s ability to benefit from their academic experiences and, if untreated, can ultimately diminish their capacity to reach their full potential.
Seeman (1954), while not the first to research play therapy in the schools, was among the first to describe its rationale and use in school settings. 1), most likely due to the establishment of guidance and counseling programs in elementary schools in the 1960s and the introduction of play therapy training at the university level (Landreth, 1987). The use of play therapy is based on a developmental understanding of children and the role of play in their growth and development (Erickson, 1963; Piaget, 1962; Vygotsky, 1966).
Journal of Clinical Child Psychology, 25, 130–138. Connolly, J. , & Doyle, A. (1984). Relation of social fantasy play to social competence in preschoolers. Developmental Psychology, 20, 797–806. Dansky, J. (1999). Play. In M. Runco & S. ), Encyclopedia of creativity (pp. 393–408). San Diego, CA: Academic Press. Drewes, A. A. (2001). The possibilities and challenges in using play therapy in schools. In A. A. Drewes, L. J. Carey, & C. E. ), School-based play therapy (pp. 41–61). New York: John Wiley & Sons.