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Efficacy of an intensive play therap...

Maddox, Robert Paul, II.

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Efficacy of an intensive play therapy workshop for school counselors: A mixed methods study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Efficacy of an intensive play therapy workshop for school counselors: A mixed methods study./
Author:	Maddox, Robert Paul, II.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
Description:	214 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
Contained By:	Dissertation Abstracts International76-11A(E).
Subject:	School counseling. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3712640
ISBN:	9781321896046

Efficacy of an intensive play therapy workshop for school counselors: A mixed methods study.
Maddox, Robert Paul, II.

Efficacy of an intensive play therapy workshop for school counselors: A mixed methods study. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 214 p.

Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.

Thesis (Ph.D.)--University of Wyoming, 2015.

This sequential explanatory mixed methods study, comprised of a quantitative phase leading to a qualitative phase, followed by a mixing of data, examined the efficacy of an intensive play therapy workshop that included a micro-practicum for school counselors with 18 currently practicing school counselors participating. Additionally, this study also explored school counselors' experiences regarding their training for addressing mental health issues in schools and their experiences following the intensive play therapy workshop. During the first phase (quantitative phase) of the study data in the form of scores from the Play Therapy Attitude, Knowledge, and Skills Survey (PTAKSS; Kao & Landreth, 1997) and the School Counselor Self-Efficacy Scale (SCSE; Bodenhorn, 2001; Bodenhorn & Skaggs, 2005) were collected in a pre-, mid-, and posttest fashion from 18 participants located in the Rocky Mountain region of the United States. These participants ranged in age from 28 years to 66 years. Fifteen (n=15) participants identified as female while three (n=3) identified male. Varying levels of clinical play therapy experience were represented in this study with 44.4% (n=8) participants reporting having no prior clinical experience in play therapy, 33.3% (n=6) reporting having under 1 year of clinical experience in play therapy, 5.6% (n=1) reporting having 2 years of clinical play therapy experience, 5.6% (n=1) reporting having 3 years of clinical play therapy experience, and 11.1% (n=2) reporting having more than 3 years of clinical experience in play therapy. No participants (n=0) reported having only 1 year of clinical play therapy experience. Results of the study indicated that participants had statistically significantly different pre-, mid-, and posttest PTAKSS and SCSE Total scores with scores increasing at each data point and large effects sizes overall. Similar results were found for PTAKSS Attitudes, Knowledge, and Skills Subscales as well as the SCSE Personal and Social Development, Leadership and Assessment, and Cultural Acceptance Subscales. For the second qualitative phase of the study, structured interviews were used to collect qualitative data from 5 participants who were purposefully selected from the quantitative phase of the study. Four themes, (a) hands-on experiences, (b) improved interactions, (c) facing external pressures, and (d) proactive vs. reactive, emerged from the qualitative portion of this study. These four themes helped to provide a deeper explanation of the quantitative results by stressing the importance of the micro-practicum experience, highlighting the effects that play therapy training has school counselors' work with students and emphasizing the overall impact that the use of play therapy has on school climate. Overall, this study demonstrated that an intensive play therapy workshop with micro-practicum positively affects school counselors' play therapy knowledge, attitudes, and skills as well as their school counselor self-efficacy.

ISBN: 9781321896046Subjects--Topical Terms:

2144793
School counseling.

Efficacy of an intensive play therapy workshop for school counselors: A mixed methods study.
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245 1 0 $a Efficacy of an intensive play therapy workshop for school counselors: A mixed methods study.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2015
300 $a 214 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
500 $a Adviser: Kara L. Carnes-Holt.
502 $a Thesis (Ph.D.)--University of Wyoming, 2015.
520 $a This sequential explanatory mixed methods study, comprised of a quantitative phase leading to a qualitative phase, followed by a mixing of data, examined the efficacy of an intensive play therapy workshop that included a micro-practicum for school counselors with 18 currently practicing school counselors participating. Additionally, this study also explored school counselors' experiences regarding their training for addressing mental health issues in schools and their experiences following the intensive play therapy workshop. During the first phase (quantitative phase) of the study data in the form of scores from the Play Therapy Attitude, Knowledge, and Skills Survey (PTAKSS; Kao & Landreth, 1997) and the School Counselor Self-Efficacy Scale (SCSE; Bodenhorn, 2001; Bodenhorn & Skaggs, 2005) were collected in a pre-, mid-, and posttest fashion from 18 participants located in the Rocky Mountain region of the United States. These participants ranged in age from 28 years to 66 years. Fifteen (n=15) participants identified as female while three (n=3) identified male. Varying levels of clinical play therapy experience were represented in this study with 44.4% (n=8) participants reporting having no prior clinical experience in play therapy, 33.3% (n=6) reporting having under 1 year of clinical experience in play therapy, 5.6% (n=1) reporting having 2 years of clinical play therapy experience, 5.6% (n=1) reporting having 3 years of clinical play therapy experience, and 11.1% (n=2) reporting having more than 3 years of clinical experience in play therapy. No participants (n=0) reported having only 1 year of clinical play therapy experience. Results of the study indicated that participants had statistically significantly different pre-, mid-, and posttest PTAKSS and SCSE Total scores with scores increasing at each data point and large effects sizes overall. Similar results were found for PTAKSS Attitudes, Knowledge, and Skills Subscales as well as the SCSE Personal and Social Development, Leadership and Assessment, and Cultural Acceptance Subscales. For the second qualitative phase of the study, structured interviews were used to collect qualitative data from 5 participants who were purposefully selected from the quantitative phase of the study. Four themes, (a) hands-on experiences, (b) improved interactions, (c) facing external pressures, and (d) proactive vs. reactive, emerged from the qualitative portion of this study. These four themes helped to provide a deeper explanation of the quantitative results by stressing the importance of the micro-practicum experience, highlighting the effects that play therapy training has school counselors' work with students and emphasizing the overall impact that the use of play therapy has on school climate. Overall, this study demonstrated that an intensive play therapy workshop with micro-practicum positively affects school counselors' play therapy knowledge, attitudes, and skills as well as their school counselor self-efficacy.
590 $a School code: 0264.
650 4 $a School counseling. $3 2144793
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710 2 $a University of Wyoming. $b Counselor Education. $3 1019331
773 0 $t Dissertation Abstracts International $g 76-11A(E).
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