"The Effect of Child-Centered Play Therapy on Academic Achievement with" by Pedro Blanco, Ryan Holliman et al.

Journal of Counseling Research and Practice

Article Title

The Effect of Child-Centered Play Therapy on Academic Achievement with Normal Functioning School Children

Authors

Pedro Blanco, Texas Woman's University
Ryan Holliman, Texas Woman's University
Janelle Farnam, Texas Woman's University
Alexandria Pena, Texas Woman's University

Abstract

This examination of normal functioning second grade students investigated the effect of child-centered play therapy (CCPT) on academic achievement. The treatment group was provided with biweekly play therapy sessions consisted of 30 minutes for a period of eight weeks. The results demonstrated the second graders who participated within the study (n=27) exhibited a statistically significant increase on the Woodcock Johnson III Total Brief Achievement Score (Mather & Woodcock, 2001) in comparison to the children within the waitlist control group (n=23). Findings advocate the usage of CCPT as an intervention for academic achievement.

Recommended Citation

Blanco, Pedro; Holliman, Ryan; Farnam, Janelle; and Pena, Alexandria (2018) "The Effect of Child-Centered Play Therapy on Academic Achievement with Normal Functioning School Children," Journal of Counseling Research and Practice: Vol. 3: Iss. 1, Article 1.
DOI: https://doi.org/10.56702/UCKX8598/jcrp0301.1
Available at: https://egrove.olemiss.edu/jcrp/vol3/iss1/1

Download

Included in

Counselor Education Commons

COinS