The Use of Play Therapy by School-Based Mental Health Professionals: An Examination of Current Training, Practices, and Mediating Factors
Date
2021-08
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Abstract
The current state of mental health for children living in the United States is a concerning matter. Play therapy is a viable treatment method to serve individuals with various mental health issues (Homeyer & Morrison, 2008). Professionals including school-based mental health counselors (American Counseling Association, 2018), school counselors (American School Counselor association, 2016), and school psychologists (National Association of School Psychology, 2016) all provide mental health services to children in order to assist in their success in all aspects of life and have the ability to use play therapy in this setting. Based on a review of the literature of current training in, use of, and attitude, knowledge, and skills regarding play therapy, a survey was distributed to mental health professionals currently working in the school setting throughout the United States. Analysis of the participants revealed that, of the three groups examined, mental health counselors have the most training in play therapy and use play therapy the most in the school setting. School counselors and school psychologists who are trained more specifically to work in schools, have less training and use it less. As a whole, school-based mental health professionals utilize Child-Centered Play Therapy the most. Further research is recommended for obtaining more information on the demographics of school-based mental health professionals, as well as their training in and use of play therapy in the school setting.
Description
Dissertation completed in partial fulfillment of the requirements for the Doctor of Psychology degree in School Psychology at Alfred University, Alfred, NY.
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Dissertation
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Keywords
Psychology, Educational psychology