Individual and Group Child-Centered Play Therapy (Grace Solomita)
Individual and Group Child-Centered Play Therapy
Post by Grace Solomita
The author talks about a large need for services regarding the mental health of children in schools today. About 14% to 20% of young children in school encounter social-emotional, behavioral, or mental disorders that can be very severe and affect their functioning. Many of those children do not receive treatment. According to the CSMH (Center for School Mental Health), 50% to 70% of both children and adults experiencing social-emotional, behavioral, or mental disorders do not receive treatment. Some child behaviors that can negatively impact adults are withdrawing, refusing to participate, having poor relationships with those adults, poor relationships with peers, not doing well academically, engaging in criminal activity or violence. When children are not able to function, it can make things difficult for those around them including their peers, teachers, caregivers, parents, etc. Majority of children learn the best through play. They can communicate their issues this way, not having to use words, since their verbal abilities are not yet developed fully. It was observed from a CCGPT (child centered group play therapy) that the kindergarten children that participated in this group therapy had a significant increase in empathy.
The method used was to recruit 56 children from 4 different elementary schools (children typically with low income). The kids that were chosen were ones that had been exhibiting problematic/disruptive behavior and at least 5 years old. 14 of the children were kindergarteners, 11 were in first grade, 11 were in second grade, 7 were in third grade, and 13 were in 4th grade. The children completed SEARS, an assessment that measured social and emotional abilities of children. SEARS-P was the parent version and SEARS-T was the teacher version. The purpose of this assessment was to be able to determine which tier each child was at. Tier 1 included children who function within the typical range and do not have need of intervention. Tier 2 included children who may have emerging social-emotional deficits. They could benefit from intervention. Tier 3 includes children who have a higher risk for impairment and an expected need for intervention. The children participated in 30 minute sessions biweekly for 8 weeks. When the 8 weeks period was over, the parents completed the SEARS-P and the teachers completed the SEARS-T. The results showed that there were significant improvements in social-emotional assets. However, parents reported that there was no improvement in their child’s empathy. It was shown that CCGPT provided some advantages over CCIPT. Children were able to learn observing from a peer and could act out social problems with them. It was more ‘tied to reality.’ In conclusion, both appear to be effective methods. When treating children with obvious empathy deficits, CCIPT is the recommended method. CCGPT is much harder to set up, creates more anxiety and difficulties for the counselor, and requires more room. However, CCGPT is easier for children, since they are in the presence of another person close to their age.
Blalock, S. M. (2019). Individual and Group Child-Centered Play Therapy. In T. Adelman (Author), Mental health in schools (pp. 238-247)
I find it interesting how there's a high percentage of children and adults experiencing social-emotional, behavioral, or mental disorders yet not receiving treatment. I agree that one is not at their full potential when suffering from mental health issues, which leads to a child not fully developing in an engaging environment. I think that playing is fundamental in the overall health of a child and a necessity in childhood.
ReplyDeleteI like how you explain the questions that everyone may have at the end. Especially when you explains the visual and physical connectedness of the play scene and space for children.
ReplyDeletePosted by Grace: I find it interesting that majority of the children chose to play by themselves instead of with their peers. With the idea of them being shy and anxious, it makes me wonder how they learn their basic language and interactive skills. I’m sure they are ok with talking to their caretakers, but wouldn’t they need some interaction with people their own age? I usually expect young children to be energetic and open to playing or socializing with anyone, so the results of this study definitely surprised and interested
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