Preparing to Play: A Qualitative Study of Graduate Students' Reflections on Learning Play Therapy in an Elementary School

Sondra Smith–Adcock, Eric S. Davis, Jennifer Pereira, Courtney Allen, Kristina Socarras, Kelly Bodurtha, Tina Smith–Bonahue

Research output: Contribution to journalArticlepeer-review

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.

Original languageAmerican English
JournalInternational Journal of Play Therapy
Volume21
DOIs
StatePublished - Apr 1 2012

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