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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ER -

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

Abstract

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