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Article
Child-Centered Play Therapy in the Schools: Review and Meta-Analysis
Psychology in Schools (2015)
  • Dee Ray, University of North Texas
  • Stephen A. Armstrong, Texas A&M University–Commerce
  • Richard S. Balkin, University of Louisville
  • Dr. Kimberly M. Jayne, Portland State University
Abstract
The authors conducted a meta-analysis and systematic review that examined 23 studies evaluating the effectiveness of child centered play therapy (CCPT) conducted in elementary schools. Meta-analysis results were explored using a random effects model for mean difference and mean gain effect size estimates. Results revealed statistically significant effects for outcome constructs, including externalizing problems (d = 0.34), internalizing problems (d = 0.21), total problems (d = 0.34), self-efficacy (d = 0.29), academic (d = 0.36), and other behaviors (d = 0.38). Further, a systematic review was conducted on all studies compared with Outcome Research Coding Protocol criteria. Results indicated that CCPT studies provided quantitative support and qualitatively promising to strong evidence in support of its use in the schools.
Keywords
  • Counseling -- Research -- Methodology,
  • Counseling -- Research -- Case Studies
Disciplines
Publication Date
February, 2015
DOI
10.1002/pits.21798
Publisher Statement
Copyright (2015) Wiley
Citation Information
Dee Ray, Stephen A. Armstrong, Richard S. Balkin and Kimberly M. Jayne. "Child-Centered Play Therapy in the Schools: Review and Meta-Analysis" Psychology in Schools Vol. 52 Iss. 2 (2015) p. 107 - 123
Available at: http://works.bepress.com/kimberly-jayne/2/