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

doi:10.1037/a0026931

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

University of South Florida

Research output: Contribution to journal › Article › peer-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 language	American English
Journal	International Journal of Play Therapy
Volume	21
DOIs	https://doi.org/10.1037/a0026931
State	Published - Apr 1 2012

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10.1037/a0026931License: CC BY

http://dx.doi.org/10.1037/a0026931

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

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.",

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AU - Bodurtha, Kelly

AU - Smith–Bonahue, Tina

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AB - 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.

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

Abstract

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