Factors Related to the Use of Play Therapy Among Elementary School Counselors

1 online resource (103 pages) : PDF

2014

University of North Carolina at Charlotte

The purpose of this study was to examine variables that are related to elementary school counselors' use of play therapy in the elementary school setting. The specific variables explored were age, years of experience, workshop hours, graduate coursework, supervision in play therapy, school counselor self-efficacy, and perceived effectiveness using play therapy. The use or non-use of play therapy was the dependent variable in the study. A survey was sent to a total of 2,500 American School Counselor Association members that fit the criteria of currently practicing elementary school counselors, and 192 participants were included in this research study. All questions of variables were gathered from the participant's self-report responses on the survey. Correlations and a logistic regression were conducted to analyze the data. The findings indicated there were statistically significant correlations among the predictor variables of age, years of experience, workshop hours, graduate coursework, self-efficacy as a school counselor, and perceived effectiveness using play therapy. In addition, in the final logistic regression model, perceived effectiveness was a significant predictor of the use of play therapy among elementary school counselors.

doctoral dissertations

Counseling psychology
Early childhood education
Mental health

Ph.D.

Childhood Development
Elementary Education
Elementary School Counselors
Play Therapy
School Counseling
School Counselors

Counseling

Post, Phyllis

Furr, Susan
Harris, Henry
Wang, Chuang
Good, Amy

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2014.

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VanHorne_uncc_0694D_10648

http://hdl.handle.net/20.500.13093/etd:631