Preparing to Play: A Qualitative Study of Graduate Students' Reflections on Learning Play Therapy in an Elementary School

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Graduate students in a school-based introductory play-therapy course participated in providing 5–6 play sessions with kindergarten and first-grade students. A qualitative examination of reflection papers written by the students was conducted to determine the impact of the en vivo experience on student counselors' play-therapy preparation and experience. Results suggested that the en vivo experience impacted graduate students' perceptions of their knowledge, skills, and attitudes toward using play in counseling children. Implications for school-based, play-therapy preparation are provided.

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International Journal of Play Therapy, v. 21, issue 2, p. 100-115