Preparing to Play: A Qualitative Study of Graduate Students' Reflections on Learning Play Therapy in an Elementary School
Document Type
Article
Publication Date
4-2012
Digital Object Identifier (DOI)
http://dx.doi.org/10.1037/a0026931
Abstract
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.
Was this content written or created while at USF?
No
Citation / Publisher Attribution
International Journal of Play Therapy, v. 21, issue 2, p. 100-115
Scholar Commons Citation
Smith–Adcock, Sondra; Davis, Eric S.; Pereira, Jennifer; Allen, Courtney; Socarras, Kristina; Bodurtha, Kelly; and Smith–Bonahue, Tina, "Preparing to Play: A Qualitative Study of Graduate Students' Reflections on Learning Play Therapy in an Elementary School" (2012). Educational and Psychological Studies Faculty Publications. 153.
https://digitalcommons.usf.edu/esf_facpub/153
