Play Therapy in Elementary Schools: A Best Practice for Improving Academic Achievement |
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| Authors: | Pedro J. Blanco Dee C. Ray |
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| Affiliation: | 1. Department of Counselor Education, Delta State University;2. Department of Counseling, Texas A&M University‐Commerce.;3. Child and Family Resource Clinic and Department of Counseling and Higher Education, University of North Texas. |
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| Abstract: | This pilot study of 1st graders who are academically at risk examined the effectiveness of child‐centered play therapy (CCPT). The experimental group received biweekly, 30‐minute play therapy sessions for 8 weeks. Findings indicated that these 1st graders participating in CCPT (n = 21) demonstrated a statistically significant increase on the Early Achievement Composite of the Young Children's Achievement Test (Hresko, Peak, Herron, & Bridges, 2000) when compared with children in the control group (n = 20). Results support using CCPT as an intervention for academic achievement. |
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