Pre-Service Elementary School Counselors' Perceptions of the Play Therapy Training in Taiwan.
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| Title: | Pre-Service Elementary School Counselors' Perceptions of the Play Therapy Training in Taiwan. |
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| Authors: | Juang, Ya-Ting1 (AUTHOR), Chen, Szu-Yu2 (AUTHOR) dchen@paloaltou.edu, Pietrantoni, Zachary3 (AUTHOR) |
| Source: | Asia-Pacific Education Researcher (Springer Science & Business Media B.V.). Jun2024, Vol. 33 Issue 3, p707-716. 10p. |
| Subject Terms: | *Play therapy, *Student counselors, *Career development, *Education of counselors, *Crisis intervention (Mental health services), Self-consciousness (Awareness) |
| Geographic Terms: | Taiwan |
| Abstract: | School counselors play key roles in recognizing and addressing students' social-emotional and academic needs and providing short-term counseling and crisis interventions focusing on mental health concerns. Research shows that play therapy is a developmentally responsive intervention for school-aged children (Ray et al., 2014). Many school counseling programs in Taiwan offer play therapy as an elective course in school counselor preparation programs. In the current study, we conducted a phenomenological research to examine 21 pre-service elementary school counselors' perceptions of play therapy training in Taiwan. Analysis of qualitative data yielded four major themes: (a) enhanced understanding of children's world, (b) the power of toys and play, (c) value of play sessions and observers' feedback, and (d) enhanced self-awareness and professional growth. Findings of this study have the potential to inform school counselor education and teacher education training regarding therapeutic skills and attending to children's social-emotional and behavioral growth. Limitations of the study, implications for counselor educators, and recommendations for future research are discussed. [ABSTRACT FROM AUTHOR] |
| Copyright of Asia-Pacific Education Researcher (Springer Science & Business Media B.V.) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | School counselors play key roles in recognizing and addressing students' social-emotional and academic needs and providing short-term counseling and crisis interventions focusing on mental health concerns. Research shows that play therapy is a developmentally responsive intervention for school-aged children (Ray et al., 2014). Many school counseling programs in Taiwan offer play therapy as an elective course in school counselor preparation programs. In the current study, we conducted a phenomenological research to examine 21 pre-service elementary school counselors' perceptions of play therapy training in Taiwan. Analysis of qualitative data yielded four major themes: (a) enhanced understanding of children's world, (b) the power of toys and play, (c) value of play sessions and observers' feedback, and (d) enhanced self-awareness and professional growth. Findings of this study have the potential to inform school counselor education and teacher education training regarding therapeutic skills and attending to children's social-emotional and behavioral growth. Limitations of the study, implications for counselor educators, and recommendations for future research are discussed. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01195646 |
| DOI: | 10.1007/s40299-023-00768-4 |
