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