dc.contributor.author | Carroll, Nicole | |
dc.contributor.author | Maher, Helen | |
dc.date.accessioned | 2019-05-02T20:35:02Z | |
dc.date.available | 2019-05-02T20:35:02Z | |
dc.date.issued | 2019 | |
dc.identifier.uri | https://hdl.handle.net/11274/11290 | |
dc.description | Creative Arts and Research Symposium | en_US |
dc.description.abstract | The purpose of this research presentation is to present recent
research on play therapy and academic achievement in populations
of at‐risk and normal functioning students. These studies include
both long‐term and short‐term play therapy methods. Using a
population of elementary school students, short‐term play therapy
studies demonstrate the variety of impact that in‐school play
therapy can have for students. This includes the impact of short‐
term play therapy on child academic achievement, and self‐
regulation with academically at‐risk students. Studies have shown
the impact of bi‐weekly short‐term play therapy on academic
performance in at‐risk students, as well as bi‐weekly short‐term
play therapy on academic performance in normal functioning
students. Additionally, short‐term play therapy with normal
functioning students demonstrated improvement in both
performance anxiety and academic achievement. Studies which use
long‐term play therapy methods include improvement in overall
academic performance for normal‐functioning students and
improvement in academic achievement scores for academically at‐
risk students | en_US |
dc.description.sponsorship | Dr. Brigitte Vittrup | en_US |
dc.language.iso | en_US | en_US |
dc.subject | Long-term play therapy | |
dc.subject | Short-term play therapy | |
dc.subject | School play therapy | |
dc.title | Play therapy and academic achievement: Evolution and application of researched practice | en_US |
dc.type | Poster | en_US |