Child-centered play therapy as a comprehensive school counseling approach: directions for research and practice

Citation data:

Person-Centered and Experiential Psychotherapies, ISSN: 1752-9182, Vol: 15, Issue: 1, Page: 5-18

Publication Year:
2016
Usage 1689
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Citations 1
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Repository URL:
https://works.bepress.com/kimberly-jayne/10; https://pdxscholar.library.pdx.edu/sped_fac/5
DOI:
10.1080/14779757.2015.1132757
Author(s):
Jayne, Kimberly M.; Ray, Dee C.
Publisher(s):
Informa UK Limited
Tags:
Psychology; Medicine; Special Education and Teaching
article description
The increasing demand for effective interventions and preventative approaches to meet the emotional, social, behavioral, developmental, and academic needs of children in schools is well established. Child-centered play therapy (CCPT) has a long and rich history of both practice and research within the school setting with many important lessons for school counselors and researchers. Furthermore, there are promising opportunities for continued development of a child-centered approach to school counseling that extends beyond the counselor-student relationship to include more comprehensive, preventative, and systemic interventions within the school context.