ABSTRACT

This mixed methods study examined the impacts of an intensive play therapy workshop that included a micro-practicum for 18 practicing school counselors. This study also explored school counselors’ experiences regarding their training for addressing mental health issues in schools and their experiences following the intensive play therapy workshop. Participants ranged in age from 28 years to 66 years. Fifteen (n = 15) participants identified as female while three (n = 3) identified male. Varying levels of clinical play therapy experience were represented in this study with 44.4% (n = 8) participants reporting having no prior clinical experience in play therapy, 33.3% (n = 6) reporting having under 1 year of clinical experience in play therapy, 5.6% (n = 1) reporting having 2 years of clinical play therapy experience, 5.6% (n = 1) reporting having 3 years of clinical play therapy experience, and 11.1% (n = 2) reporting having more than 3 years of clinical experience in play therapy. Results indicated that an intensive play therapy workshop with micro-practicum positively affects school counselors’ scores on the Play Therapy Attitude Knowledge and Skills Survey and School Counselor Self-efficacy scales.

摘要

这项混合方法研究考察了强化游戏治疗研讨会的影响，其中包括为 18 名执业学校辅导员进行的微型实习。这项研究还探讨了学校辅导员在解决学校心理健康问题方面的培训经验以及他们在强化游戏治疗研讨会后的经验。参与者的年龄从28岁到66岁不等。十五名 (n = 15) 参与者被确定为女性，三名 (n = 3) 参与者被确定为男性。本研究代表了不同水平的临床游戏治疗经验，44.4% (n = 8) 的参与者报告没有游戏治疗的临床经验，33.3% (n = 6) 的参与者报告拥有不到 1 年的游戏治疗临床经验， 5.6% (n = 1) 表示拥有 2 年临床游戏治疗经验，5. 6% (n = 1) 表示拥有 3 年临床游戏治疗经验，11.1% (n = 2) 表示拥有 3 年以上临床游戏治疗经验。结果表明，带有微型实习的强化游戏治疗研讨会对学校辅导员在游戏治疗态度知识和技能调查以及学校辅导员自我效能感量表上的得分产生积极影响。