Van Horne, Jill
Factors Related to the Use of Play Therapy Among Elementary School Counselors
1 online resource (103 pages) : PDF
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.
CHILDHOOD DEVELOPMENTELEMENTARY EDUCATIONELEMENTARY SCHOOL COUNSELORSPLAY THERAPYSCHOOL COUNSELINGSCHOOL COUNSELORS
Furr, SusanHarris, HenryWang, ChuangGood, Amy
Thesis (Ph.D.)--University of North Carolina at Charlotte, 2014.
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