The Effect of Child-Centered Play Therapy on The Externalizing Behaviors of Low Income Male Preschoolers During Group Instructional Time and Center Time: A Single-Case Design Study

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Phipps, C. (2017). The Effect of Child-Centered Play Therapy on The Externalizing Behaviors of Low Income Male Preschoolers During Group Instructional Time and Center Time: A Single-Case Design Study. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

Low income male preschoolers with externalizing behaviors have continued behavior issues throughout elementary school, middle school, high school, and into adulthood and create stress for their teachers. Because of this, it is important to detect externalizing behaviors early and implement an appropriate intervention. A single subject reversal design was used to examine the effects of child-centered play therapy (CCPT) on the externalizing behaviors of five low income male preschoolers during group instructional time and center time who scored the highest on the Externalizing Subscale of the Child Behavior Checklist/Caregiver-Teacher Report Form for Ages 1½ - 5 (C-TRF 1.5-5; Achenbach & Roscorla, 2001). These five children were observed and assessed twice a week on the Externalizing Subscale of the C-TRF by two blind observers. The child with the highest score on the C-TRF 1.5-5 (Student A) completed the reversal design, which included 21 thirty-minute play therapy sessions. The results of this study showed a functional relation between CCPT and externalizing behaviors with this child. The study also indicated that as this child began the intervention and his externalizing behaviors decreased, the other four male students’ externalizing behaviors decreased as well.

Details
Author

Phipps, Christa

Title

The Effect of Child-Centered Play Therapy on The Externalizing Behaviors of Low Income Male Preschoolers During Group Instructional Time and Center Time: A Single-Case Design Study

Physical Description

1 online resource (183 pages) : PDF

Date

2017

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

Low income male preschoolers with externalizing behaviors have continued behavior issues throughout elementary school, middle school, high school, and into adulthood and create stress for their teachers. Because of this, it is important to detect externalizing behaviors early and implement an appropriate intervention. A single subject reversal design was used to examine the effects of child-centered play therapy (CCPT) on the externalizing behaviors of five low income male preschoolers during group instructional time and center time who scored the highest on the Externalizing Subscale of the Child Behavior Checklist/Caregiver-Teacher Report Form for Ages 1½ - 5 (C-TRF 1.5-5; Achenbach & Roscorla, 2001). These five children were observed and assessed twice a week on the Externalizing Subscale of the C-TRF by two blind observers. The child with the highest score on the C-TRF 1.5-5 (Student A) completed the reversal design, which included 21 thirty-minute play therapy sessions. The results of this study showed a functional relation between CCPT and externalizing behaviors with this child. The study also indicated that as this child began the intervention and his externalizing behaviors decreased, the other four male students’ externalizing behaviors decreased as well.

Genre

doctoral dissertations

Subjects--Topics

Educational counseling
Counseling psychology
Social sciences

Degree

Ph.D.

Keywords

Aggression
Child-Centered Play Therapy
Hyperactivity
Low Income
Preschool
Teacher Stress

Subject Area

Counseling

Advisor(s)

Post, Phyllis

Committee Members

Foxx, Sejal
Gutierrez, Daniel
Test, David
Kazemi, Donna

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2017.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Phipps_uncc_0694D_11538

Permalink

http://hdl.handle.net/20.500.13093/etd:325