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ERIC Number: EJ818244
Record Type: Journal
Publication Date: 2008-Dec
Pages: 16
Abstractor: As Provided
Reference Count: 47
ISSN: ISSN-0033-3085
Effect of Short- and Long-Term Play Therapy Services on Teacher-Child Relationship Stress
Ray, Dee C.; Henson, Robin K.; Schottelkorb, April A.; Brown, April Garofano; Muro, Joel
Psychology in the Schools, v45 n10 p994-1009 Dec 2008
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. (Contains 2 tables and 1 figure.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A