International Journal of Play Therapy, Vol 34(1), Jan 2025, 1-13; doi:10.1037/pla0000232

Counselors in training (CITs) tend to possess certain traits at certain stages, such as high anxiety, lack of confidence, and a high focus on self in an early stage of development. Child-centered play therapy (CCPT) represents a specialization within counseling, and the current research highlights how the CITs learn CCPT within the counselor education classroom (Fall et al., 2007; Homeyer & Rae, 1998; Kao & Landreth, 1997; Lindo et al., 2012; Ray, 2004; Tanner & Mathis, 1995) but not during initial training experiences. Thus, the purpose of this study was to explore how counselors develop during an early training experience in CCPT utilizing a case study (Stake, 1995; Yin, 1994, 2003) of an existing supervision group. We utilized the integrative developmental model as a theoretical lens to better understand the participants. We analyzed blogs, semistructured interviews, and a focus group. Several themes emerged including the CITs experiencing doubt, experiences that were critical in helping them work through the doubt, and positive outcomes they experienced as a result. Notably, participants grew in their self-acceptance through this process. In addition, we discuss the findings in relationship to current research on counselor development and within the context of integrative developmental model. We provide implications for counselor educators, supervisors, and CITs, as well as outline ideas for future research. (PsycInfo Database Record (c) 2025 APA, all rights reserved)

International Journal of Play Therapy, Vol 34(1), Jan 2025, 14-25; doi:10.1037/pla0000229

Positive child–teacher relationships are associated with student success. However, teachers are often overwhelmed and may have limited training in building relationships with young children, especially children with behavioral challenges or with difficult home environments. Currently, we are experiencing a teacher shortage, so teacher support is of utmost importance. Child–Teacher Relationship Training (CTRT) is a play therapy-based mental health intervention. For a larger study, researchers conducted a randomized controlled design study that included a time-control group as well as a business-as-usual group with 18 lead preschool teachers in a predominantly Hispanic preschool in a southwestern state to evaluate the impact of CTRT on lead teachers’ behaviors and experiences. This article focuses on the qualitative data obtained from the six preschool teachers in the intervention (CTRT) group, both postintervention and during a 1-year follow-up. Qualitative data revealed the participants’ reactions to the CTRT were varied but fell into six main themes that included (a) benefits to children’s externalizing behaviors, (b) benefits to children’s internalizing behaviors, (c) benefits to teachers, (d) benefits to relationships; (e) challenges associated with implementing CTRT with fidelity, and (f) wanting more time and support to utilize CTRT. Researchers concluded CTRT was effective in helping teachers build supportive relationships with students. (PsycInfo Database Record (c) 2025 APA, all rights reserved)

International Journal of Play Therapy, Vol 34(1), Jan 2025, 26-36; doi:10.1037/pla0000231

Overall, the U.S. population is increasing in racial diversity, and engaging with today’s diverse children requires cultural humility. The concept of multicultural competence has shifted recently to a focus on cultural humility in the counseling profession, highlighting the importance of being with clients versus a method of doing therapy (Owen et al., 2014). Because of the unequal experiences of trauma among diverse children and the need to respond with culturally humble attitudes, researchers need to explore which specific components of one’s trauma-informed care attitudes relate to cultural humility. The purpose of this study was to examine how specific dimensions of attitudes related to trauma-informed care, (a) Underlying Causes, (b) Responses, (c) On-The-Job Behavior, (d) Self-Efficacy, and (e) Reactions to Work, were related to cultural humility among 409 play therapists. A standard multiple regression was utilized, and results indicated that the self-efficacy dimension of attitudes about trauma-informed care contributed significantly to the prediction of cultural humility, accounting for 17% of the variance. Implications, limitations, and recommendations for future research are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved)

International Journal of Play Therapy, Vol 34(1), Jan 2025, 37-50; doi:10.1037/pla0000230

Family play therapy approaches attempt to integrate meaningful engagement of children and youth through play and both individual and family system-level insights into patterns of family interaction and functioning (Gil, 2015). A virtually unexplored format for play-based therapeutic role-play with families is tabletop role-playing games: cooperative, narrative games wherein players adopt the role of fictional characters and work together to address story challenges and obstacles in a fantasy setting arbitrated by a facilitator. To investigate the potential uses of tabletop role-playing games as tools in family intervention contexts, the current study employed a small-scale pilot test of a family tabletop role-playing game module (“The Family Tabletop Adventure”) to establish the module’s feasibility for use with families, indications of potential therapeutic utility, and outline targets for further development and improvement. Three family groups (N = 11) were recruited to participate in six weekly online sessions over Zoom (a 1-hr introductory session, four 1.5- to 2-hr game sessions, and a 1-hr exit interview). Exploratory analyses of self-report measures and qualitative transcripts of family game sessions and interviews indicated the module’s feasibility, low risk of participation, perceptions among families as fun and engaging, and potential utility across multiple therapeutically relevant family processes (relationship building, positive interactions, communication, problem-solving, and new insights about other family members). Family feedback was used to identify targets for development and refinement of the module for formal, larger scale evaluations in future phases of research. (PsycInfo Database Record (c) 2025 APA, all rights reserved)