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Filial therapy with undergraduate te...

Brown, Christopher John.

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Filial therapy with undergraduate teacher trainees; child-teacher relationship training.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Filial therapy with undergraduate teacher trainees; child-teacher relationship training./
作者:	Brown, Christopher John.
面頁冊數:	137 p.
附註:	Major Professor: Garry L. Landreth.
Contained By:	Dissertation Abstracts International63-09A.
標題:	Education, Guidance and Counseling. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3064381
ISBN:	0493833218

Filial therapy with undergraduate teacher trainees; child-teacher relationship training.
Brown, Christopher John.

Filial therapy with undergraduate teacher trainees; child-teacher relationship training. - 137 p.

Major Professor: Garry L. Landreth.

Thesis (Ph.D.)--University of North Texas, 2000.

This experimental research study investigated the effectiveness of the application of Child-Teacher Relationship training, adapted from child-centered play therapy procedures and skills training (filial therapy), with undergraduate teacher trainees. Specifically, this research determined if Child-Teacher Relationship training facilitated change in teacher trainees' interactions with children, parenting attitudes, and play therapy attitude knowledge and skills.

ISBN: 0493833218Subjects--Topical Terms:

1017740
Education, Guidance and Counseling.

Filial therapy with undergraduate teacher trainees; child-teacher relationship training.
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245 1 0 $a Filial therapy with undergraduate teacher trainees; child-teacher relationship training.
300 $a 137 p.
500 $a Major Professor: Garry L. Landreth.
500 $a Source: Dissertation Abstracts International, Volume: 63-09, Section: A, page: 3112.
502 $a Thesis (Ph.D.)--University of North Texas, 2000.
520 $a This experimental research study investigated the effectiveness of the application of Child-Teacher Relationship training, adapted from child-centered play therapy procedures and skills training (filial therapy), with undergraduate teacher trainees. Specifically, this research determined if Child-Teacher Relationship training facilitated change in teacher trainees' interactions with children, parenting attitudes, and play therapy attitude knowledge and skills.
520 $a The experimental group of teacher trainees (n = 18) received 10 weekly ninety minute training sessions in child-centered play therapy skills and procedures and conducted 7 weekly special play times with children. The comparison group (n = 20) received supplemental training in child guidance during the ten weeks that included parent training and alternatives to corporal punishment. Experimental and comparison group participants completed pre-test and post-test measures, consisting of the <italic>Adolescent and Adult Parenting Attitudes Inventory</italic> (<italic>AAPI-2</italic>), the <italic>Play Therapy Attitudes, Knowledge and Skills Survey</italic> (<italic>PTAKSS</italic>), and a videotaped special play time with a child which was rated using the <italic>Measurement of Empathy in Adult and Child Interactions</italic> (<italic>MEACI</italic>).
520 $a Analysis of covariance on adjusted post test means revealed that the teacher trainees in the experimental group demonstrated statistically significant (<.05) increases in empathy towards children, allowing the child self direction, communication of acceptance, and involvement as measured by the <italic>MEACI </italic>. Significant (<.05) increases were also reported on teacher trainees in the experimental group on play therapy attitudes, knowledge, and skills as measured by the <italic>PTAKSS</italic>. The experimental group demonstrated growth in level of empathy and adult-child role subscales on the <italic> AAPI</italic>, and positive trends (.07) were reported on the <italic>AAPI </italic> expectations of children subscale.
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