Long-Term Impact of Child-Centered Play Therapy on Academic Achievement: A Longitudinal Examination of Academic Success in At-Risk Elementary School Students

<p>This study examined the long-term impact of child-centered play therapy (CCPT) implemented through Primary Project on at-risk second-grade elementary school students. The qualifying group received ten 30-minute play therapy sessions during one academic semester during their second-grade year. In a longitudinal analysis for academic growth, MAP testing was used to determine if there was a long-term impact on both the third grade and fourth-grade years for the original qualifying students. The findings reveal implications for identification of and interventions for at-risk elementary students and CCPT as an intervention for academic achievement; specifically, reading and mathematics scores. Recommendations for future research are also included. </p>

Name thesis:degree_name

Doctor of Philosophy in Counselor Education (PhD)

Level thesis:degree_level

Dissertation

Year dc:date.available

2020

Author dc:creator

• Massengale, Brittany D.

Advisor dc:contributor.advisor

• Perryman, Kristi L.

Contributors dc:contributor

• Blisard, Paul
• Higgins, Kristin K.

• Academic Achievement
• At-Risk Students
• Child-Centered
• Play Therapy
• Primary Project
• Accessibility
• Counselor Education
• Education Policy
• Psychiatric and Mental Health
• Student Counseling and Personnel Services

Repository record dc:identifier

https://scholarworks.uark.edu/etd/3766

OAI identifier oai:identifier

oai:scholarworks.uark.edu:etd-5316