Theraplay® is an attachment-based intervention involving adults and children which is practised in a variety of settings across the world. The aim of this scoping review is to explore how Theraplay® has been used as an intervention with children and families in order to inform future practice and to identify any gaps in the current literature. By…

This study examined the effectiveness of child-centered group play therapy (CCGPT) and narrative therapy in reducing separation anxiety disorder (SAD) and boosting social-emotional behaviours in early childhood (2.5-4-year-olds). An 8-week-randomized controlled trial design with three intervention groups, i.e. CCGPT, narrative therapy, and a…

Social-emotional development is foundational to children's health, and academic outcomes. This study examined the effect of a child-centered play therapy intervention on the social-emotional competency of a group of 5 "at risk" third graders. Participants were recruited from a Tier 1 elementary school and social-emotional competency was…

The current study explored the effects of child-centered group play therapy (CCGPT) on social-emotional assets of kindergarten children and the therapeutic aspect of group sizes in CCGPT outcome. A total of 43 participants were randomly assigned to either the intervention or waitlist control groups. We used Parent and Teacher forms of Social…

As of March 2017, there were 5,955 children and young people in care in Wales. Across the Central South Consortium (Bridgend, Cardiff, Merthyr Tydfil, Rhondda Cynonn Taf and Vale of Glamorgan) there were 2,170 children and young people looked after. The majority of these children are in care as a result of birth families being unable to provide a…

Teacher-child relationship building (TCRB) is a play-based professional development programme adapted from kinder training and filial therapy. Intended for early education teachers and students, TCRB is designed to strengthen the teacher-child relationship, improve student behaviour, enhance academic involvement and develop teachers' classroom…

The key features of Asperger Syndrome (AS) and high functioning autism (HFA) include marked and sustained impairment in social interactions. A multi-session, small group program was developed to increase social perception based on the assumption perceptual or interpretive problems underlying these social difficulties. Additionally, the group…

There are a number of different approaches and therapies available for children, young people and adults on the autistic spectrum, and the amount of information available on each one can be daunting for professionals and parents alike. "Autism, Educational and Theoretical Approaches" offers concise and clear explanations of a variety of…

This pilot study of 1st graders who are academically at risk examined the effectiveness of child-centered play therapy (CCPT). The experimental group received biweekly, 30-minute play therapy sessions for 8 weeks. Findings indicated that these 1st graders participating in CCPT (n = 21) demonstrated a statistically significant increase on the Early…

"Everyone Playing in Class" is an unstructured free play based provision for small classes or groups. The intervention involves training staff in attachment theory, presenting up-to-date research findings on the role of play in emotional well-being and relationship building, as well as teaching reflective communication skills. In this…

This pilot study investigated the impact of group activity play therapy (GAPT) on displaced orphans aged 10 to 12 years living in a large children's village in Uganda. Teachers and housemothers identified 60 preadolescents exhibiting clinical levels of internalizing and externalizing behavior problems. The participants' ethnicity was African and…