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.
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This research was funded by Ministry of Education Teaching Practice Research Program, Taiwan (Project No. 1080174).
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Juang, YT., Chen, SY. & Pietrantoni, Z. Pre-Service Elementary School Counselors’ Perceptions of the Play Therapy Training in Taiwan. Asia-Pacific Edu Res 33, 707–716 (2024). https://doi.org/10.1007/s40299-023-00768-4
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DOI: https://doi.org/10.1007/s40299-023-00768-4