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CHILD‐CENTERED PLAY THERAPY IN THE SCHOOLS: REVIEW AND META‐ANALYSIS
Author(s) -
Ray Dee C.,
Armstrong Stephen A.,
Balkin Richard S.,
Jayne Kimberly M.
Publication year - 2015
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.21798
Subject(s) - meta analysis , psychology , play therapy , clinical psychology , outcome (game theory) , developmental psychology , strictly standardized mean difference , psychotherapist , medicine , mathematics , mathematical economics
The authors conducted a meta‐analysis and systematic review that examined 23 studies evaluating the effectiveness of child centered play therapy (CCPT) conducted in elementary schools. Meta‐analysis results were explored using a random effects model for mean difference and mean gain effect size estimates. Results revealed statistically significant effects for outcome constructs, including externalizing problems ( d = 0.34), internalizing problems ( d = 0.21), total problems ( d = 0.34), self‐efficacy ( d = 0.29), academic ( d = 0.36), and other behaviors ( d = 0.38). Further, a systematic review was conducted on all studies compared with Outcome Research Coding Protocol criteria. Results indicated that CCPT studies provided quantitative support and qualitatively promising to strong evidence in support of its use in the schools.