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dc.contributor.authorBlalock, Sarah ( Orcid Icon 0000-0001-5305-5003 )
dc.contributor.authorLindo, Natalya ( )
dc.contributor.authorRay, Dee ( Orcid Icon 0000-0002-2587-317X )
dc.date.accessioned2021-12-01T19:41:35Z
dc.date.available2021-12-01T19:41:35Z
dc.date.issued2019-06-13
dc.identifier.citationBlalock, S. M., Lindo, N., & Ray, D. (2019). Individual and group child-centered play therapy: Impact on social-emotional competencies. Journal of Counseling and Development, 97(3), pp. 238-249.en_US
dc.identifier.issn1556-6676
dc.identifier.urihttps://digital.library.txstate.edu/handle/10877/14985
dc.description.abstractThe authors conducted a randomized controlled trial study with 56 elementary school children to test the effectiveness of 16 sessions of individual and group child-centered play therapy (CCPT) in improving social-emotional assets, including self-regulation/responsibility, social competence, and empathy. Parent reports indicated that treatment in both CCPT conditions was correlated with substantial gains in overall social-emotional assets and in the constructs of self-regulation/responsibility and social competence.en_US
dc.formatText
dc.format.extent33 pages
dc.format.medium1 file (.pdf)
dc.language.isoenen_US
dc.publisherWileyen_US
dc.sourceJournal of Counseling and Development, 2019, Vol. 97, No. 3, pp. 238-249.
dc.subjectChild-centered play therapyen_US
dc.subjectGroup play therapyen_US
dc.subjectEmpathyen_US
dc.subjectSelf-regulationen_US
dc.subjectSocial competenceen_US
dc.titleIndividual and Group Child-Centered Play Therapy: Impact on Social-Emotional Competenciesen_US
dc.typeacceptedVersion
txstate.documenttypeArticle
dc.description.versionThis is the author accepted manuscript version of an article published in the Journal of Counseling and Development.
dc.identifier.doihttps://doi.org/10.1002/jcad.12264
dc.description.departmentCounseling, Leadership, Adult Education, and School Psychology


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