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Effect of short‐ and long‐term play therapy services on teacher–child relationship stress
Author(s) -
Ray Dee C.,
Henson Robin K.,
Schottelkorb April A.,
Brown April Garofano,
Muro Joel
Publication year - 2008
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.20347
Subject(s) - psychology , intervention (counseling) , play therapy , post hoc analysis , term (time) , post hoc , clinical psychology , statistical significance , statistical analysis , stress (linguistics) , group psychotherapy , developmental psychology , medicine , psychiatry , linguistics , statistics , physics , philosophy , mathematics , dentistry , quantum mechanics
The purpose of the present study was to explore the effect of both short‐ and long term Child‐Centered Play Therapy on teacher–student relationship stress. Teachers identified 58 students exhibiting emotional and behavioral difficulties who were randomly assigned to one of two treatment groups. Students in the short‐term intensive play therapy group participated in 16 sessions of play therapy over 8 weeks, and students in the long‐term play therapy group participated in 16 sessions over 16 weeks. Results indicated that both intervention groups demonstrated significant improvement in teacher–student relationship stress from pre‐ to posttest. Post hoc analyses indicated that the short‐term intensive intervention demonstrated statistical significance and larger effect sizes in overall total stress, teacher characteristics, and student characteristics. © 2008 Wiley Periodicals, Inc.