An Analysis of Play Themes Shown in the Child-Centered Play Therapy Process of a Child with ADHD

2015 ◽  
Vol 18 (1) ◽  
pp. 57-72 ◽  
Author(s):  
Yun Hang-ran
Keyword(s):  
Play Therapy ◽  
Therapy Process ◽  
Child Centered ◽  
Child Centered Play Therapy

Effectiveness of child-centered play therapy among marginalized children.

2019 ◽  
Vol 28 (2) ◽  
pp. 88-97
Author(s):  
Phyllis B. Post ◽  
Christa B. Phipps ◽  
Ami C. Camp ◽  
Amy L. Grybush
Keyword(s):  
Play Therapy ◽  
Child Centered ◽  
Child Centered Play Therapy

Transgender and gender-expansive affirming child-centered play therapy.

2021 ◽  
Vol 30 (2) ◽  
pp. 146-156
Author(s):  
Rebekah Byrd ◽  
Sonya Lorelle ◽  
Emily Donald
Keyword(s):  
Play Therapy ◽  
Child Centered ◽  
And Gender ◽  
Child Centered Play Therapy

Comparing of the Effectiveness of Child-Centered Play Therapy and Child-Parent Relationship Therapy (CPRT) on the Affective Style in Children with Separation Anxiety Disorder

2021 ◽  
Author(s):  
Seyyedeh Masoumeh Seyyedi Andi ◽  
Mahmoud Najafi ◽  
Isaac Rahimian Boogar
Keyword(s):  
Anxiety Disorder ◽  
Play Therapy ◽  
Primary Schools ◽  
Separation Anxiety ◽  
Separation Anxiety Disorder ◽  
Affective Style ◽  
Child Centered ◽  
And Control ◽  
Child Centered Play Therapy ◽  
Experimental Group

Aims: The purpose of this study was to compare the effectiveness of child-centered play therapy and (CPRT) on the affective styles in children suffering from separation anxiety disorder. Method: The research method was semi-experimental with pre-test and post-test and control groups. The statistical population of this study consisted of all female students with separation anxiety in the fifth and sixth grades of primary schools in city of Babol, of whom 45 of these students were selected via random sampling, and were randomly divided into three groups: experimental group-1, experimental group-2 and control group. The first experimental group received child-centered play therapy with Axline approach in sixteen 45-minute sessions, and the second experimental group were taught (CPRT) ten 2-hour sessions. The research instruments were questionnaire (form d) of the children Symptoms Inventory (Sprafkin, Lani & Gadow, 1994) and the Affective Style Questionnaire (Hofmann & Kashdan, 2010) . Covariance was used to analyze the data. Findings: The results showed that both interventions play an effective role in improving the affective styles in children with separation anxiety disorder. Moreover, there was a significant difference between the effectiveness of (CPRT) and child-centered play therapy and the (CPRT) was more effective in improving the affective styles there (p< 0/05). Conclusions: CPRT training can be considered as a more suitable alternative in improving the affective styles as well as in improving the psycho-cognitive symptoms of children with separation anxiety disorder.

scholarly journals Meningkatkan harga diri anak slow learner melalui Child Centered Play Therapy

2020 ◽  
Vol 9 (2) ◽  
pp. 319-334
Author(s):  
Iswinarti Iswinarti ◽  
Roselina Dwi Hormansyah
Keyword(s):  
Play Therapy ◽  
Self Esteem ◽  
Control Group ◽  
Analysis Method ◽  
Slow Learner ◽  
Slow Learners ◽  
Child Centered ◽  
Post Test ◽  
Age Range ◽  
Child Centered Play Therapy

AbstractA slow learner is a child who has a delayed learning process. It affects other abilities such as adaptation, communication, and personality that can affect self-esteem. High self-esteem will make someone able to think positively about themselves and be more confident. One treatment to improve self-esteem is using Child-Centered Play Therapy (CCPT). It helps children to explore themselves through play media. This study aimed to see the effect of CCPT on the improvement of self-esteem in slow learner children. This study designed by using a quasi-experiment with a control group also pre-test and post-test. Subjects were 20 people with 9-11 years age range who were identified as slow learners. There were two groups in this study: experimental groups and the control groups that each contained 10 children. Rosenberg Self-Esteem (RSE) was used as an instrument of self-esteem (?=0,85). The data analysis method used Wilcoxon and Mann-Whitney tests. It proved that Child-Centered Play Therapy (CCPT) was effective in increasing the self-esteem of children who were slow learners. Slow learner children can increase their self-esteem through fun activities. Keyword: Child centered play therapy; Self-esteem; Slow learner AbstrakAnak dengan slow learner adalah seorang anak yang mengalami keterlambatan dalam proses belajar. Keterlambatan ini berpengaruh terhadap kemampuan lainnya seperti adaptasi, komunikasi dan pribadi yang dapat memberi dampak terhadap harga diri. Anak dengan harga diri yang tinggi membuat mereka dapat berpikir positif mengenai dirinya sendiri dan lebih percaya diri. Salah satu bentuk penanganan untuk meningkatkan harga diri adalah menggunakan Child Centered Play Therapy (CCPT). Terapi ini membantu anak mengeksplorasi diri melalui media bermain. Tujuan penelitian ini adalah untuk melihat pengaruh CCPT terhadap peningkatan harga diri anak slow learner. Desain penelitian menggunakan eksperimen quasi dengan kelompok kontrol serta pre-test dan post-test. Terdapat dua kelompok dalam penelitian, yaitu kelompok eksperimen yang terdiri atas 10 anak, dan kelompok kontrol juga terdiri atas 10 anak. Rosenberg Self Esteem (RSE) digunakan sebagai instrumen untuk mengukur harga diri (?=0,85). Teknik analisis data menggunakan uji Wilcoxon dan Mann Whitney. Hasil penelitian menunjukan bahwa Child Centered Play Therapy (CCPT) efektif meningkatkan harga diri anak slow learner. Anak slow learner dapat meningkat harga dirinya melalui terapi yang menyenangkan yaitu melalui bermain. Kata kunci: child centered play therapy; self-esteem; slow learner

An Examination of Child-Centered Play Therapy and Synergetic Play Therapy

2021 ◽  
pp. 1-14
Author(s):  
Bethany J. Townsend ◽  
Lindsay Ishman ◽  
Lisa Dion ◽  
Kara L. Carnes-Holt
Keyword(s):  
Play Therapy ◽  
Child Centered ◽  
Child Centered Play Therapy
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