Behavioural and emotional well-being of children following non-directive play with school staff
This action research project considered whether significant improvements in child and young person behavioural and emotional mental health could be achieved using school-based play workers as opposed to qualified therapists. This was seen as being an important practice question as access to qualifie...
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| Veröffentlicht in: | Educational psychology in practice 2014-04, Vol.30 (2), p.192-203 |
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| container_title | Educational psychology in practice |
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| creator | Ewing, Donna L. Monsen, Jeremy J. Kwoka, Maria |
| description | This action research project considered whether significant improvements in child and young person behavioural and emotional mental health could be achieved using school-based play workers as opposed to qualified therapists. This was seen as being an important practice question as access to qualified play therapists was severely restricted with long waiting lists. The Strengths and Difficulties Questionnaire (SDQ) was used as a pre- and post-intervention measure to identify any changes following non-directive play sessions with school staff. Significant improvements were found across all SDQ scales, with the most marked improvement observable in children and young people identified as having a high need for intervention. Number of play sessions attended and age group did not significantly affect SDQ scores according to teacher and child/young person ratings. Parent SDQ ratings indicated greater success of the play intervention for children aged between three and eight years compared with children aged between 11 and 15 years. |
| doi_str_mv | 10.1080/02667363.2014.907128 |
| format | Article |
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This was seen as being an important practice question as access to qualified play therapists was severely restricted with long waiting lists. The Strengths and Difficulties Questionnaire (SDQ) was used as a pre- and post-intervention measure to identify any changes following non-directive play sessions with school staff. Significant improvements were found across all SDQ scales, with the most marked improvement observable in children and young people identified as having a high need for intervention. Number of play sessions attended and age group did not significantly affect SDQ scores according to teacher and child/young person ratings. Parent SDQ ratings indicated greater success of the play intervention for children aged between three and eight years compared with children aged between 11 and 15 years.</description><subject>Action Research</subject><subject>Age Differences</subject><subject>Attention</subject><subject>Behavior</subject><subject>Behavior Modification</subject><subject>Behavior Problems</subject><subject>Children</subject><subject>Children & youth</subject><subject>Counseling Techniques</subject><subject>Data Analysis</subject><subject>Early Adolescents</subject><subject>Effect Size</subject><subject>Emotional Problems</subject><subject>Emotions</subject><subject>Foreign Countries</subject><subject>Intervention</subject><subject>Mental Disorders</subject><subject>mental health</subject><subject>non-directive play</subject><subject>Parent Attitudes</subject><subject>Peer Relationship</subject><subject>Play Therapy</subject><subject>Pretests Posttests</subject><subject>Program Effectiveness</subject><subject>Prosocial Behavior</subject><subject>Questionnaires</subject><subject>Resistance (Psychology)</subject><subject>School Personnel</subject><subject>school-based</subject><subject>Scoring</subject><subject>Staff</subject><subject>Staff Development</subject><subject>Strengths and Difficulties Questionnaire</subject><subject>Student Attitudes</subject><subject>Teacher Attitudes</subject><subject>therapy</subject><subject>United Kingdom</subject><issn>0266-7363</issn><issn>1469-5839</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2014</creationdate><recordtype>article</recordtype><recordid>eNp9UMlOwzAUtBBIlOUPQLLEOcVbEvuEAJVNSFzgbBnnhRq5cbHTRv17HAU4cnrLzLynGYTOKJlTIsklYVVV84rPGaFirkhNmdxDMyoqVZSSq300GynFyDlERyl9EkJEyckM6RtYmq0Lm2g8Nl2DYRV6F7o8DeB98Q6u-8ChxXbpfBOhw23wPgzjtgtd0bgItndbwGtvdnhw_RInuwzB49Sbtj1BB63xCU5_6jF6u1u83j4Uzy_3j7fXz4XlnPcFWGulNJY2VijGVFmT2pgKJGnea1CG1ZXJQyUUBciIsJKCLDkIJSTNzTG6mO6uY_jaQOr1Z_aUbSRNS1YLRstaZZaYWDaGlCK0eh3dysSdpkSPUerfKPUYpZ6izLLzSQbR2T_J4okSJktJMn414a5rQ1yZIUTf6N7sfIhtNJ11SfN_P3wDu0mEkw</recordid><startdate>20140403</startdate><enddate>20140403</enddate><creator>Ewing, Donna L.</creator><creator>Monsen, Jeremy J.</creator><creator>Kwoka, Maria</creator><general>Routledge</general><general>Taylor & Francis Ltd</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope></search><sort><creationdate>20140403</creationdate><title>Behavioural and emotional well-being of children following non-directive play with school staff</title><author>Ewing, Donna L. ; Monsen, Jeremy J. ; Kwoka, Maria</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c333t-eccc88ac1dc492295707aa6e80db7e9a276ae806491ee7aa4c81e853e49481853</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2014</creationdate><topic>Action Research</topic><topic>Age Differences</topic><topic>Attention</topic><topic>Behavior</topic><topic>Behavior Modification</topic><topic>Behavior Problems</topic><topic>Children</topic><topic>Children & youth</topic><topic>Counseling Techniques</topic><topic>Data Analysis</topic><topic>Early Adolescents</topic><topic>Effect Size</topic><topic>Emotional Problems</topic><topic>Emotions</topic><topic>Foreign Countries</topic><topic>Intervention</topic><topic>Mental Disorders</topic><topic>mental health</topic><topic>non-directive play</topic><topic>Parent Attitudes</topic><topic>Peer Relationship</topic><topic>Play Therapy</topic><topic>Pretests Posttests</topic><topic>Program Effectiveness</topic><topic>Prosocial Behavior</topic><topic>Questionnaires</topic><topic>Resistance (Psychology)</topic><topic>School Personnel</topic><topic>school-based</topic><topic>Scoring</topic><topic>Staff</topic><topic>Staff Development</topic><topic>Strengths and Difficulties Questionnaire</topic><topic>Student Attitudes</topic><topic>Teacher Attitudes</topic><topic>therapy</topic><topic>United Kingdom</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Ewing, Donna L.</creatorcontrib><creatorcontrib>Monsen, Jeremy J.</creatorcontrib><creatorcontrib>Kwoka, Maria</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><jtitle>Educational psychology in practice</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Ewing, Donna L.</au><au>Monsen, Jeremy J.</au><au>Kwoka, Maria</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1028580</ericid><atitle>Behavioural and emotional well-being of children following non-directive play with school staff</atitle><jtitle>Educational psychology in practice</jtitle><date>2014-04-03</date><risdate>2014</risdate><volume>30</volume><issue>2</issue><spage>192</spage><epage>203</epage><pages>192-203</pages><issn>0266-7363</issn><eissn>1469-5839</eissn><abstract>This action research project considered whether significant improvements in child and young person behavioural and emotional mental health could be achieved using school-based play workers as opposed to qualified therapists. This was seen as being an important practice question as access to qualified play therapists was severely restricted with long waiting lists. The Strengths and Difficulties Questionnaire (SDQ) was used as a pre- and post-intervention measure to identify any changes following non-directive play sessions with school staff. Significant improvements were found across all SDQ scales, with the most marked improvement observable in children and young people identified as having a high need for intervention. Number of play sessions attended and age group did not significantly affect SDQ scores according to teacher and child/young person ratings. Parent SDQ ratings indicated greater success of the play intervention for children aged between three and eight years compared with children aged between 11 and 15 years.</abstract><cop>Harlow</cop><pub>Routledge</pub><doi>10.1080/02667363.2014.907128</doi><tpages>12</tpages><oa>free_for_read</oa></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0266-7363 |
| ispartof | Educational psychology in practice, 2014-04, Vol.30 (2), p.192-203 |
| issn | 0266-7363 1469-5839 |
| language | eng |
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| source | EBSCOhost Education Source |
| subjects | Action Research Age Differences Attention Behavior Behavior Modification Behavior Problems Children Children & youth Counseling Techniques Data Analysis Early Adolescents Effect Size Emotional Problems Emotions Foreign Countries Intervention Mental Disorders mental health non-directive play Parent Attitudes Peer Relationship Play Therapy Pretests Posttests Program Effectiveness Prosocial Behavior Questionnaires Resistance (Psychology) School Personnel school-based Scoring Staff Staff Development Strengths and Difficulties Questionnaire Student Attitudes Teacher Attitudes therapy United Kingdom |
| title | Behavioural and emotional well-being of children following non-directive play with school staff |
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